?Teachers' Motivation and Willingness for Distance Education: Concurrent Transformative Design Through Self-Determination Theory Perspective

دوافع المعلمين واستعدادهم للتعليم عن بعد التصميم التحويلي المتزامن من منظور نظرية تقرير المصير

?This study employs Self-Determination Theory (SDT) and Structural Equation Modelling (SEM) to investigate the relationship between teachers' motivation and willingness to engage in distance education, while also examining the impact of demographic factors. Adopting a mixed methods research design, namely a Concurrent Transformative Design, data was collected through questionnaires administered to 470 teachers in Al-Madinah region, including interviews with eight educators. The findings reveal key factors that either enhance or impede teachers' perceptions of autonomy, competence, and relatedness. Intrinsic motivation emerges as a significant predictor of teachers' acceptance of distance education, while demographic variables exhibit negligible influence. These insights shed light on the elements shaping teachers' motivation and readiness for distance education, offering implications for educational policies and practices. 

Keywords: Intrinsic Motivation, Extrinsic Motivation, Willingness, Teaching, Online 

المستخلص 

تستند هذه الدراسة على نظرية تقرير المصير (SDT) ونمذجة المعادلة الهيكلية (SEM) لاستكشاف الروابط المعقدة التي تربط دوافع المعلمين برغبتهم في الانخراط في التعليم عن بُعد، مسلطة الضوء على التأثيرات المتعددة للعوامل الديموغرافية. من خلال اتباع منهجية بحث مختلطة، معروفة بالتجربة التحويلية المتزامنة، جُمِعَت المعلومات عبر استبيانات شملت 470 معلمًا في منطقة المدينة المنورة، إلى جانب إجراء مقابلات مع ثمانية معلمين. تكشف النتائج عن دوافع داخلية قد تعزز أو تعيق ميول المعلمين، وخاصة الشعور بالاستقلالية والكفاءة ودرجة الارتباط في بيئة التعليم عن بُعد. أن الدافع الداخلي يُعتبر عنصرًا حاسمًا يؤثر بشكل عميق على تقبل المعلمين لفكرة التعلم عن بُعد واستعدادهم للاستمرار في التدريس بهذه الطريقة. تلي ذلك تأثيرات العوامل الخارجية، بينما تظل التأثيرات الديموغرافية في حالة من الحيادية. تبرز هذه النتائج العناصر الأساسية التي تشكل دوافع المعلمين واستعدادهم للتعليم عن بُعد، مما يُعكس بوضوح على السياسات والممارسات التربوية. 

الكلمات المفتاحية: الدافعية الداخلية، الدافعية الخارجية، الرغبة، التعليم عن بعد.  

?Akhter, T. (2020). Problems and challenges faced by EFL students of Saudi Arabia during COVID-19 pandemic. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(5), 1-7.  

Al-Sharafi, M. A., Al-Emran, M., Arpaci, I., Marques, G., Namoun, A., & Iahad, N. A. (2023). Examining the impact of psychological, social, and quality factors on the continuous intention to use virtual meeting platforms during and beyond COVID-19 pandemic: A hybrid SEM-ANN approach. International Journal of Human–Computer Interaction, 39(13), 2673-2685.  

Aladsani, H. K. (2021). A narrative approach to university instructors’ stories about promoting student engagement during COVID-19 emergency remote teaching in Saudi Arabia. Journal of Research on Technology in Education, 1-17.  

Alasmari, M. A. (2022). The Attitudes of Public-School Teachers towards E-learning in Saudi Arabia. Arab World English Journal (AWEJ) 2nd Special Issue on Covid, 19.  

Alavi, H., & H?bek, P. (2016). Addressing research design problem in mixed methods research. Management Systems in Production Engineering, 21(1), 62-66.  

Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers' Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144.  

Almeida, F. (2018). Strategies to perform a mixed methods study. European Journal of Education Studies.  

Alonso-D?az, L., Delicado-Puerto, G., Ramos, F., & Manchado-Nieto, C. (2023). Student Teachers’ Classroom Impact during Their Practicum in the Times of the Pandemic. Education Sciences, 13(3), 277.  

Altwaim, N. M., Kadi, M. S., & Alfakeh, S. A. (2023). Distant learning and primary school teacher burnout: Assessing the effect during coronavirus disease (COVID-19) in Jeddah, Saudi Arabia, 2021. Journal of Family & Community Medicine, 30(2), 97.  

Alwahoub, H. M., Azmi, M. N. L., & Jomaa, N. J. (2020). Teachers' and Students’ Perceptions of E-Learning Integration in the Primary Schools of Saudi Arabia. International Journal of Advanced Research in Education and Society, 2(1), 116-126.  

Anderson, E., & Hira, A. (2020). Loss of brick-and-mortar schooling: How elementary educators respond. Information and Learning Sciences.  

Balakrishnan, S. R., Soundararajan, V., & Parayitam, S. (2022). Recognition and rewards as moderators in the relationships between antecedents and performance of women teachers: evidence from India. International Journal of Educational Management, 36(6), 1002-1026.  

Barman, N. (2022). Digital technology adoption and its impact on the education system during the Covid-19 pandemic. International Management Review, 18(27), 6.  

Berry, R. S. (1999). Collecting data by in-depth interviewing.  

Braje, I. N., & Top?i?, J. (2023). Implications of Teacher Motivation in the Digital Age: Does Teacher Motivation Contribute to the Adoption of E-Learning Tools. SHS Web of Conferences,  

Cao, Y., Zhang, S., Chan, M. C. E., & Kang, Y. (2021). Post-pandemic reflections: Lessons from Chinese mathematics teachers about online mathematics instruction. Asia Pacific Education Review, 22, 157-168.  

Casacchia, M., Cifone, M. G., Giusti, L., Fabiani, L., Gatto, R., Lancia, L., Cinque, B., Petrucci, C., Giannoni, M., & Ippoliti, R. (2021). Distance education during COVID 19: an Italian survey on the university teachers’ perspectives and their emotional conditions. BMC medical education, 21(1), 1-17.  

Chaya, H. (2022). A Review of Factors Influencing the Student Motivation for Learning in Virtual Environments. Saudi J Eng Technol, 7(2), 62-68.  

Chen, K.-C., Jang, S.-J., & Branch, R. M. (2010). Autonomy, affiliation, and ability: Relative salience of factors that influence online learner motivation and learning outcomes. Knowledge Management & E-Learning: An International Journal, 2(1), 30-50.  

Chen, T., Peng, L., Jing, B., Wu, C., Yang, J., & Cong, G. (2020). The impact of the COVID-19 pandemic on user experience with online education platforms in China. Sustainability, 12(18), 7329.  

Chiu, T. K. (2022). School learning support for teacher technology integration from a self-determination theory perspective. Educational Technology Research and Development, 1-19.  

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.  

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.  

Dawadi, S. (2021). Thematic analysis approach: A step by step guide for ELT research practitioners. Journal of NELTA, 25(1-2), 62-71.  

Deci, E. L., & Deci, E. L. (1975). The intrinsic motivation of behavior. Intrinsic motivation, 93-125.  

Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.  

Deci, E. L., Ryan, R. M., Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of intrinsic motivation and self-determination. Intrinsic motivation and self-determination in human behavior, 11-40.  

DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to online teaching during the COVID-19 pandemic: An exploration of STEM teachers’ views, successes, and challenges. Journal of Science Education and Technology, 31(3), 340-356.  

Dewaele, J.-M. (2018). Online questionnaires. The Palgrave handbook of applied linguistics research methodology, 269-286.  

DiVito, A. V. (2021). An exploration of SDT need fulfillment in a synchronous online learning environment  

Gallagher, P. A., & McCormick, K. (1999). Student satisfaction with two-way interactive distance learning for delivery of early childhood special education coursework. Journal of Special Education Technology, 14(1), 32-47.  

Garn, A. C., Morin, A. J., & Lonsdale, C. (2019). Basic psychological need satisfaction toward learning: A longitudinal test of mediation using bifactor exploratory structural equation modeling. Journal of Educational Psychology, 111(2), 354.  

Gronchi, M. (2022). A Study on Academic FL Online Activities During the COVID-19 Outbreak in Italy. Educazione Linguistica. Language Education.  

Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27.  

Hartnett, M., St. George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent. International Review of Research in Open and Distributed Learning, 12(6), 20-38.  

Hesse-Gaw?da, A. (2018). Changes in the culture of the organization of Polish schools of various types in light of undertaken reforms.  

Hoq, M. Z. (2020). E-Learning during the period of pandemic (COVID-19) in the kingdom of Saudi Arabia: an empirical study. American Journal of Educational Research, 8(7), 457-464.  

Jansen in de Wal, J., van den Beemt, A., Martens, R. L., & den Brok, P. J. (2020). The relationship between job demands, job resources and teachers’ professional learning: Is it explained by self-determination theory? Studies in Continuing Education, 42(1), 17-39.  

Khashaba, A., Albreiket, A., Elghazali, A., Alkhouja, A., & Baghareeb, S. (2022). Students' Perceptions towards the Experience, Quality, Challenges and Effectiveness of Online Teaching-Learning during Covid-19 Pandemic in Riyadh Elm University, Saudi Arabia. Mymensingh Med J, 31(1), 242-251.  

Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students’ engagement. Education and Information Technologies, 26(6), 7033-7055.  

Kraft, M., Simon, N., & Lyon, M. (2020). Sustaining a sense of success: The importance of teacher working conditions during the COVID-19 pandemic. Journal of Research on Educational Effectiveness, 14(4), 727-769.  

Larsari, V. N., Wildov?, R., Dhuli, R., Chenari, H., Reyes-Chua, E., Galas, E. M., Sario, J. A., & Lanuza, M. H. (2023). Digitalizing Teaching and Learning in Light of Sustainability in Times of the Post-Covid-19 Period: Challenges, Issues, and Opportunities. International Conference on Digital Technologies and Applications,  

Ma, X., Xie, Y., & Wang, H. (2023). Research on the construction and application of teacher-student interaction evaluation system for smart classroom in the post COVID-19. Studies in Educational Evaluation, 78, 101286.  

MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352.  

Mashhadi, A., Kassim Kadhum, A., & Shooshtari, Z. G. (2023). Exploring Technological Pedagogical Content Knowledge among Iraqi High School English Teachers: A Comparative Study during the COVID-19 Pandemic. Iranian Journal of Applied Language Studies, 15(1), 141-154.  

Mears, C. L. (2012). In-depth interviews. Research methods and methodologies in education, 19, 170-176.  

Mellon, C. (2022). Lost and found: an exploration of the professional identity of primary teachers during the Covid-19 pandemic. Journal for Multicultural Education.  

Mertens, D. M. (2007). Transformative paradigm: Mixed methods and social justice. Journal of mixed methods research, 1(3), 212-225.  

Moller, N., Burgess, V., & Jogiyat, Z. (2016). Barriers to counselling experienced by British South Asian women: A thematic analysis exploration. Counselling and Psychotherapy Research, 16(3), 201-210.  

Mugyenyi, A., Asiimwe, S., & Apiku, C. (2023). Relationship between school working environment and teachers' motivation in private secondary schools of Wakiso district, Uganda, Vol. Isue-2-2023, IJARIIE-ISSN (CO)-2395-4396.  

Nahid, S., Muzaffar, N., & Abbas, M. (2023). Impact of Teachers' Motivation on Students' Performance. Global Educational Studies Review, VIII, 8, 444-453.  

Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783-793.  

Oliveira, G., Grenha Teixeira, J., Torres, A., & Morais, C. (2021). An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID?19 pandemic. British Journal of Educational Technology.  

Paliwal, M., & Singh, A. (2021). Teacher readiness for online teaching-learning during COVID? 19 outbreak: a study of Indian institutions of higher education. Interactive Technology and Smart Education.  

Palmer, J. M., de Klerk, E. D., & Modise, M. A. (2021). Re-prioritizing teachers’ social emotional learning in rural schools beyond COVID-19. Journal of Ethnic and Cultural Studies, 8(2), 68-88.  

Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burnout and technostress. International journal of environmental research and public health, 17(21), 8002.  

Papazis, F., Avramidis, E., & Bacopoulou, F. (2023). Greek teachers' resilience levels during the COVID?19 pandemic lockdown and its association with attitudes towards emergency remote teaching and perceived stress. Psychology in the Schools, 60(5), 1459-1476.  

Pressley, T. (2021). Returning to teaching during COVID?19: An empirical study on elementary teachers' self?efficacy. Psychology in the Schools, 58(8), 1611-1623.  

Robinson, L. E., Valido, A., Drescher, A., Woolweaver, A. B., Espelage, D. L., LoMurray, S., Long, A. C., Wright, A. A., & Dailey, M. M. (2023). Teachers, stress, and the COVID-19 pandemic: A qualitative analysis. School mental health, 15(1), 78-89.  

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.  

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford publications.  

Sacré, M., Ries, N., Wolf, K., & Kunter, M. (2023). Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study. Frontiers in Education,  

Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2020). Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective. Contemporary Educational Technology, 12(2).  

Schultz, R. B., & DeMers, M. N. (2020). Transitioning from emergency remote learning to deep online learning experiences in geography education. Journal of Geography, 119(5), 142-146.  

Shin, H., Yuniar, C. T., Oh, S., Purja, S., Park, S., Lee, H., & Kim, E. (2023). The Adverse Effects and Nonmedical Use of Methylphenidate Before and After the Outbreak of COVID-19: Machine Learning Analysis. Journal of Medical Internet Research, 25, e45146.  

Sommet, N., & Elliot, A. J. (2017). Achievement goals, reasons for goal pursuit, and achievement goal complexes as predictors of beneficial outcomes: Is the influence of goals reducible to reasons? Journal of Educational Psychology, 109(8), 1141.  

Sun, Y., Ni, L., Zhao, Y., Shen, X. L., & Wang, N. (2019). Understanding students’ engagement in MOOCs: An integration of self?determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6), 3156-3174.  

Tashakkori, A., & Teddlie, C. (2008). Quality of inferences in mixed methods research: Calling for an integrative framework. Advances in mixed methods research, 101-119.  

Turner, S. F., Cardinal, L. B., & Burton, R. M. (2017). Research design for mixed methods: A triangulation-based framework and roadmap. Organizational Research Methods, 20(2), 243-267.  

Ulla, M. B., & Perales, W. F. (2021). Emergency Remote Teaching During COVID19: The Role of Teachers' Online Community of Practice (CoP) in Times of Crisis. Journal of Interactive Media in Education, 2021(1).  

Van den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., & Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. Organizational Psychology Review, 11(3), 240-273.  

Van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638.  

Wang, J., Tigelaar, D. E., & Admiraal, W. (2021). Rural teachers’ sharing of digital educational resources: From motivation to behavior. Computers & Education, 161, 104055.  

Xu, W., & Zammit, K. (2020). Applying thematic analysis to education: A hybrid approach to interpreting data in practitioner research. International journal of qualitative methods, 19, 1609406920918810.