Understanding Teacher Motivations for Voluntary Engagement in K-12 Microlearning Professional Development

Abstract Traditional professional development (PD) often fails to meet teachers’ diverse needs or support effective integration of technology. This mixed-methods study examined the motivations of K–12 teachers for voluntarily engaging in microlearning professional development (mLPD). Guided by Self-Determination and Adult Learning theories, the research examined intrinsic and extrinsic motivational factors through survey data (Work Task Motivation Scale for Teachers) and interviews. Results showed teachers were highly intrinsically motivated, valuing autonomy, competence, and contextual relevance. Qualitative findings highlighted the importance of choice, practicality, and professional identity. While mLPD’s brevity and flexibility supported participation, time remained a key barrier. The study suggests that short, job-embedded, teacher-driven learning aligned with autonomy and relevance can enhance engagement in digital professional learning.