Abstract

Guided by expectancy-value theory, this study explored how high school teachers’ self-directed learning influenced their engagement with micro-credential-based professional development. In a clustered randomized controlled trial (RCT) with 67 teachers, the treatment group completed micro-credentials instead of traditional professional development over one school year. Surveys measured self-directed learning experiences and efficacy at the beginning and end of the year. While the RCT showed no significant group differences in self-efficacy for teaching or learning, findings revealed a strong link between self-directed learning, expectancy-value beliefs, and self-efficacy, highlighting the importance of intrinsic motivation in professional development.

Introduction

Teacher professional development (PD) plays a pivotal role in enhancing instructional practices and improving student outcomes (Desimone & Garet, 2015). Despite its importance, traditional PD often lacks personalization, engagement, and sustained impact, leaving educators with mixed perceptions about their value and utility (Darling-Hammond, 2017). To address these challenges, methods such as micro-credential-based PD have emerged, offering competency-based, self-directed learning opportunities tailored to individual needs (Gamrat et al., 2014). However, there is limited research on the effectiveness of micro-credentials in fostering teacher growth and motivation, particularly in comparison to conventional PD models.

In addition to exploring the impact of micro-credentials (MCs), this study investigated how teachers' prior experiences and self-directed learning efficacy shaped their engagement with this form of PD. By investigating the impact of MCs on teachers' self-efficacy, task value, and self-directed learning experiences, this study contributes to the growing body of literature on innovative PD approaches. Findings provide insight for educators, administrators, and policymakers about the potential benefits and limitations of integrating MCs into teacher PD programs, ultimately enhancing the quality and effectiveness of teacher learning experiences.

Theoretical Framework

According to expectancy-value theory (EVT), a person's motivation to learn stems from the perceived (subjective) value they put on the learning objective and their expectations of success in accomplishing the goal (Wigfield & Eccles, 2000). In this instance, EVT is applicable to teachers as they make judgments about their desire to finish PD. Eccles et al. (1983) identified four subcategories of subjective task value: attainment value (What is the value/prestige gained from this task?), intrinsic value (Will I enjoy this task?), utility value (Is this task useful/relevant?), and costs (How much time, effort, emotional investment, or resources will this task require?).

Research Questions

1. How does teacher self-efficacy change as a result of participating in micro-credential-based PD?

2. How does teacher self-directed learning change as a result of participating in micro-credential-based PD?

3. What is the relationship between teachers' expectancy-value factors, self-directed learning, and teaching self-efficacy?

Methods This study employed a clustered randomized controlled trial (RCT) design to compare a treatment group of teachers participating in a micro-credential–based PD program with a control group engaged in traditional district PD. The purpose was to examine self-directed learning within micro-credential-based PD and to investigate factors influencing teachers’ engagement with MCs and their perceptions of self-directed learning. Teachers in the treatment group completed three MCs focused on evidence-based instructional practices in STEM education. Each MC required demonstration of mastery through classroom implementation, reflective practice, and submission of instructional artifacts for evaluation. Control group teachers participated in their district’s standard PD offerings and did not engage with MCs. Data were collected at the beginning and end of the academic year to measure changes in teachers’ knowledge, self-efficacy, and instructional practices. Participants Participants were recruited from high-needs school systems in rural Appalachian counties and taught high school students in at least one STEM content area. A total of 67 teachers participated (treatment n = 25; control n = 42). All participants identified as White; 64% of treatment teachers and 62% of control teachers identified as female. Micro-Credential Intervention Treatment teachers engaged in micro-credential-based PD for one academic year in place of traditional district PD. MCs were hosted on a national platform and addressed STEM content and general pedagogical strategies. A panel of STEM educators, researchers, and school leaders curated MC options based on research-aligned competencies and grade-level appropriateness. Two experienced MC coaches supported teachers in selecting MCs, preparing submissions, and revising work as needed. Control group teachers continued with typical district PD. Assessments Participants completed three pre- and post-intervention surveys. The Self-Directed Learning Inventory for Teachers (SDLI-T), adapted from Cheng et al. (2010), measured four domains of self-directed learning. The Teacher Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) assessed efficacy in student engagement, instructional strategies, and classroom management. The Professional and Personal Learning Scale (PPLS), adapted from the NextGen Scientists Survey (Jones et al., 2020), measured motivational beliefs grounded in expectancy-value theory. All instruments used Likert-scale responses and were pilot tested with science teachers following minor contextual adaptations. Data Analysis A clustered RCT with school-level blocking was conducted. Mixed-model ANCOVA analyses were used, with pre-intervention scores as covariates. Composite scores were calculated for each scale and subscale. Pearson correlations of baseline scores examined relationships among self-directed learning, teacher efficacy, and motivational beliefs.

Results Micro-Credential PD: Efficacy and Self-Direction RCT results indicated that participation in micro-credential-based PD didn’t produce significant changes in teacher self-efficacy or self-directed learning. Comparisons of pre- and post-intervention composite scores on the TSES and the SDLI-T revealed no meaningful differences between treatment and control groups, suggesting limited intervention effects on these outcomes. Self-Directed Learning, Self-Efficacy, and Prior Experiences Demographic analyses showed that SDLI-T composite scores were positively correlated with National Board certification (r = .30, p = .02) but not with holding a master’s degree. However, overall TSES scores were negatively correlated with possession of a master’s degree (r = −.24, p = .03) and unrelated to National Board certification. Expectancy-Value Factors Professional subjective task value demonstrated moderate positive correlations with both self-efficacy (r = .51, p < .01) and self-directed learning (r = .48, p < .01). Personal subjective task value was associated only with self-directed learning (r = .30, p = .01). At the domain level, professional subjective task value was consistently correlated across all TSES and SDLI-T subdomains, with particularly strong relationships observed for instructional strategies and self-monitoring. Personal subjective task value showed modest associations, primarily within SDLI-T learning motivation and self-monitoring. Further domain-level analyses indicated that instructional strategies exhibited the strongest, most consistent relationships across self-directed learning domains, while self-monitoring emerged as the only construct correlated with all professional subjective task value dimensions, including attainment value. Implications The absence of measurable gains following micro-credential-based PD suggests a need for enhanced program design, including mentorship, collaborative structures, and sustained support. Strong associations between professional task value and both self-efficacy and self-directed learning underscore the importance of emphasizing professional relevance within PD. Finally, differential relationships associated with National Board certification and advanced degrees suggest that PD may be more effective when tailored to teachers’ prior professional learning experiences.

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