Topic:
Self-regulated learning (SRL) has been an important area of educational research (Panadero, 2017) and the development of self-regulating learners is one of the priorities in the global field of education (e.g., Sala et al., 2020). Although there have been successful interventions to foster self-regulated learning among students, it has been found that the interventions conducted by researchers have had on average a higher effect size on student outcomes and their use of strategies than the ones implemented by teachers (Dignath et al., 2008).

Therefore, there is a need to design and study professional development programs that effectively support teachers in helping students become self-regulating learners. In this study, we draw on Expectancy-Value Theory (EVT) (Eccles & Wigfield, 2020) to explore teachers' motivation for implementing professional development activities aimed at supporting self-regulated learning and its relation to their self-reported teaching practices in this domain.

The main aim of the study is to explore how teachers' motivation (expectancy for success, perceived value and cost) to implement professional development relates to their self-reported teaching practices in the domain of self-regulated learning.

Theoretical framework:
The three main pillars of the study are teacher professional development, self-regulated learning and teacher motivation. 

Teacher professional development is a process of teacher learning and “transforming their knowledge into practice for the benefit of their students’ growth” (Avalos, 2011). To design the professional development programme the basic theory of action proposed by Desimone (2009) and the IMTP (insight, motivate, techniques, practice) framework proposed by Sims et al. (2023) were used.

Pintrich's (2000) model of Self-Regulated learning was used to conceptualize and define SRL as: "an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features in the environment”. The content of professional development sessions was based on this model.

An important aspect of teacher professional development is their motivation to learn, apply knowledge to practice and reflect on the results. One of the leading theories on motivation has been Expectancy-Value Theory (EVT) (Wigfield & Eccles, 2000; Eccles & Wigfield, 2020). It has been found that EVT can be used to explain changes in teachers’ practice in the context of professional development programmes (Boström & Palm, 2020). Karlen et al. (2023) have found that teachers’ self-efficacy and intrinsic value regarding the promotion of students’ SRL were both significantly correlated to teachers’ self-reported promotion of metacognition and students’ perceived promotion of metacognition.

Based on Expectancy-Value Theory, Osman and Warner (2020) developed a scale that can be used to measure teachers' motivation to implement professional development. In accordance with their findings, expectancy for success, values, and cost were treated as distinct constructs of teacher motivation.

The following research questions guide the study:

1. What is the relationship between teachers' expectancy for success, perceived task value and perceived cost of implementing professional development in self-regulated learning?

2. How are expectancy, value and cost related to teachers' self-reported teaching practices in self-regulated learning?

3. How does teachers' written feedback on their motivation to participate in professional development relate to the quantitative findings about expectancy, value and cost of implementing professional development?

Research design: The study was conducted in Estonia where 67 teachers from 5 schools participated in a 11-month professional development programme on the topic of self-regulated learning. At the beginning and the end of the programme, teachers evaluated their teaching practice regarding their support of self-regulated learning. Twice during the process they also reported their motivation to implement professional development. In the middle of the process, teachers gave written feedback on what has affected their motivation. Research instruments: The scale of teachers' expectancy, values and cost of implementing professional development (Osman and Warner, 2020) was adapted and used to measure teacher motivation. A self-evaluation questionnaire was used to assess teachers' self reported teaching practices. An open-ended questionnaire was used to collect written feedback on teacher motivation. Data analysis: Exploratory factor analysis was used to reveal five factors of teaching practices: promoting metacognition, providing emotional support, teaching cognitive strategies, scaffolding, providing concrete examples. Confirmatory factor analysis was used to confirm a three-factor model of teacher motivation. Correlation analysis and k-means cluster analysis was used to explore the relationships between motivational constructs and teaching practices. Qualitative analysis was used to code teachers' written responses based on the Expectancy-Value Theory.

Teachers' expectancy for success and perceived task value in implementing professional development were significantly associated with their self-reported teaching practices. While there were no significant correlations between teachers' perceived costs of implementing professional development and their teaching practices, cost was still negatively related to both expectancy and value. At the start of the professional development program, the teachers reporting the highest costs were not necessarily those reporting the least engagement in related teaching practices. By the end of the program, those who reported the lowest costs did not necessarily report the most extensive engagement in teaching practices. Qualitative results indicate that outside effort cost should be taken into account when examining teacher motivation to implement professional development.

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