Teachers' expectancy-value-cost profiles in professional development to support students’ self-regulated learning

This study explores teachers' expectancies for success, subjective values, and four dimensions of the perceived costs of integrating professional development into their teaching practice to support students' self-regulated learning (SRL). Teachers from 10 Estonian schools participated in a professional development program and evaluated their motivation and teaching practices at the beginning and end of the program. Drawing on situated expectancy-value theory and using person-oriented analysis, we identified two distinct motivational profiles at both time points. The profiles with higher motivation tended to report a higher extent in some of the SRL-related teaching practices. The findings highlight the need for a longitudinal approach to studying teachers’ motivation in professional development. • Expectancies, values and costs shape teacher motivation to integrate PD. • Distinct motivational profiles were found at the beginning and end of PD. • More motivated teachers tended to report more SRL-supportive practices. • Task effort and outside effort were the highest perceived costs for teachers.