E. Anitasari, H. Retnawati
Continuing Professional Development (CPD) of mathematics teachers is central to improve mathematics education quality. The implementation of mathematics teacher's CPD is influenced by teachers' motivation. This study examines the motivation of mathematics teachers in CPD's implementation. Data were collected from 73 mathematics teachers in high school. Researchers collected quantitative and qualitative data simultaneously by using questionnaire and interview. The research results are (1) motivation of mathematics teachers in implementing CPD certainly vary; (2) they have various reasons for implementing CPD. From the analysis results obtained two aspects of mathematics teachers' motivation in implementing CPD, namely: intrinsic factors and extrinsic factors. Intrinsic factors of mathematics teachers' motivation in implementing CPD include expanding mathematical knowledge of teachers, improving teachers' experience, improving personal quality in teaching, making teachers feel valued, and increasing job satisfaction. While extrinsic factors of mathematics teachers motivation in implementing CPD include increasing salary, appropriate working environment, preparation of changes, following government policies, improving students mathematics achievement, and develop the career. The results showed that intrinsic factors motivation has a major influence on the implementation of CPD. The most intrinsic factor that motivates mathematics teachers to implement CPD is expanding mathematical knowledge of teachers and improving personal quality in teaching. © 2018 Published under licence by IOP Publishing Ltd.
Graduate Program of Mathematics Education, Yogyakarta State University, Yogyakarta, Indonesia; Department of Mathematics Education, Faculty of Mathematics and Science, Yogyakarta State University, Yogyakarta, Indonesia
