In the last decade, several researchers have explored teachers’ perceptions of professional development by conducting a narrative analysis of their stories (Avalos 2010;  Masuda et al. 2013). As part of this investigative effort, the current study aimed to identify the patterns of motivation that affect teachers’ professional development, by analyzing their professional development stories.

The decision to investigate teachers’ interpretations of their own motivations for professional development and achievements derived from our awareness of the important role that motivation plays in teachers' decisions and efforts to pursue professional development, We also believe that by becoming aware of their motivations, teachers can consciously direct the course of their professional development and pursue their own choices. A strong motivation substantially contributes to improving teachers' performance, creates a powerful sense of interest, enhances the pleasure derived from the process of teaching and learning, increases one's sense of self-efficacy (Bogler 2002), and, in the long-term, helps teachers become leaders, driven by their cumulative inspiration and vision (Whitaker et al. 2000).

Education systems, in the country of study/ Israel and elsewhere throughout the Europe and the Western world, have been experiencing systemwide reforms in recent years, which have aimed to change the perception of teachers' professional development and the related motivations (Avidov-Ungar 2016). This study attempts to add an additional and unique perspective regarding teachers' own interpretation of the process of their professional development, as they examine it reflectively and over time (Hamilton, et al. 2008).

Professional development stories of teachers is a key resource that can help teachers formulate a professional identity and lead them to practice the profession in accordance with their personal vision.  Ochs & Capps (1996) believe that personal stories create and display multiple parts of self and that by examining those parts, various elements of personal professional development can be understood. They believe that personal stories are the product of the experience, and dialectically they shape experiences. The work of Connelly and Clandinin (1999) referred to the interpretive process related to the creation of professional development stories. In this context, the interpretive process includes a reflective element, in which the individual reflects on his or her own experiences and on incidents from the own past and present while looking towards the future (Fox et al. 2011).

Hence, the questions underlying this study were as follows. What is it that motivates teachers to continue developing professionally over time, especially during processes of systemwide educational reforms? What is at the root of the motivation, and what affects the process of professional development? Who are the key figures or what are the factors that facilitate the process of teachers’ professional development? In short, how does it all come together?

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