UNDERSTANDING THE STEM TEACHERS’ MOTIVATIONS TO IMPROVE CONTENT KNOWLEDGE AT BILIM-INNOVATION LYCEUMS: A MIXED-METHODS STUDY

Abstract

This study explores STEM teacher’s motivations towards improving their content knowledge at Bilim-Innovation Lyceums in Kazakhstan. A sequential explanatory mixed- methods design was used with quantitative data collected first, and a qualitative part helped to deepen the findings. The study employed a Self-Regulation Questionnaire for Content Knowledge (SRQ-CK) to identify STEM teachers’ primary motivational orientations (Deci & Ryan, 1985). The data collection tools included (1) an online survey with 123 teachers and (2) two focus-group interviews with 4 to 5 teachers in each group. Inferential statistical analyses revealed significant differences in motivational degrees among teachers grouped by sex, teaching experience, educational degree, and Teacher Assessment Test (TAT) scores. The correlational analysis showed that external regulation and intrinsic motivation are located on the opposite ends of the motivation spectrum. It also revealed a very close correlation between intrinsic motivation and identified regulation. Thereby, the study outcomes highlighted the criticality of student success and professional identity as the key element of STEM teachers’ motivations, whereby external incentives such as salary increase, and punitive measures perceived to be ineffective in motivating teachers to improve their content knowledge.