693AR07VG

My action research plan aims to explore the teacher’s perspectives and motivation regarding a faculty training program and offer a strategy to increase motivation. The UNI is a Mexican private institution. In order to be accredited in the US, the Southern Association of Colleges and Schools requires the institution to develop a Quality Enhancement Plan (QEP) regarding student learning, and show that is part of an ongoing planning and evaluation process. The plan is called: //Enhancing Critical Thinking Skills in Our Undergraduate Students// and it’s central theme involves three major aspects: an emphasis on critical thinking (CT); a focus on evaluating the CT of students through their writing; and an elaboration of teaching practices aimed at fostering CT. A faculty development program was formed and offered starting with 60 teachers who would teach first semester courses this fall. I worked in the planning and implementing of the first faculty training cycle. The results were not the expected and I believe that this had to do with the teachers’ lack of motivation. I am interested in this issue because I plan to continue working in that institution and it’s QEP. I believe that changes need to be done in order to improve the overall outcomes.
 * ACTION RESEARCH PLAN FOR IMPROVING THE EFFECTIVENESS OF THE QEP TRAINING/TEACHER MOTIVATION.**
 * Project Description**


 * EVALUATION CLOCK**
 * Comparison steps (2-4) to design evaluation.**


 * 2. General question: The comparison needed to evaluate the effectiveness of the change is between two (or more) situations, namely a comparison of..**

Objective:
 * 1) Improve the effectiveness of the QEP training.
 * 2) Increase motivation of teachers who need to participate in the QEP faculty training program.
 * 3) Improve communication between teachers and the Training Program committee, in order to get feedback and improve the program considering the teachers’ interests and opinion.

In order to evaluate the effectiveness of the change I would need to focus on the following three aspects:

1. Compare the amount of teachers who registered in the program before the change and after the change.

2. Teachers’ motivation showed before and after the change.

3. Teachers’ attitudes toward implementing what they learn in the training program to their classes, before and after the change.


 * 3. Specific observables: To undertake that comparison, the effects of the change will be assessed by looking at the following specific variable (s) in the two (or more) situations**


 * Assistance percentages
 * Reports on motivation
 * Attitudinal measurements


 * 4. The methods to be used to produce observations or measurements of those variables are…(survey, questionnaire, etc.)**


 * Registration entries
 * Formal interviews
 * Questionnaires
 * Observations

The QEP training at UNI is not reaching the expected outcomes.
 * KAFQ**
 * **What do we know? (Q: How do you know that?- What’s the evidence, assumptions, and reasoning?)** ||
 * Action: What could people do on the basis of this knowledge? (Q: Which people or group?)**
 * **Questions for inquiry: (Q: What do we need to know-in order to clarify what people could do or to revise/refine the knowledge)** ||
 * How to find this out? (Q: Will your method of research best enable you to find this out?)**
 * How to find this out? (Q: Will your method of research best enable you to find this out?)**
 * How to find this out? (Q: Will your method of research best enable you to find this out?)**

The results show that the teachers are not implementing the new training ideas in their classes. What makes UNI teachers motivated to participate in the QEP training program? Teachers are not motivated to participate in the faculty training program. I know this because the attendance average at the events tended to be higher at the beginning of the training cycle and decrease towards the end. . Few teachers are interested in training when they're wrapping up the "old" school year. Does the moment when the training takes place influence the outcomes?
 * Analyze the roots of the low results regarding assistance, preparation, ||
 * Improve faculty training programs ||

People in charge of the training program should look for information regarding when is a better moment for training. Some institutions have excellent results in teacher training and high quality of education
 * Surveys, interview teachers. ||

What do those institutions do in order to motivate teachers regarding training? Is this similar or different form what UNI does? Some teachers feel very committed to their professional growth. I’ve seen teachers who never stop looking for ways to improve their practice and outcomes. What makes a teacher want to improve their professional work? How does the system influence their learning-improving disposition? Some teachers don’t find professional development courses useful. What do teachers find useful? What do teachers need to know and do to in order to ensure student success? What are teachers interested in? Are they aware of the importance of being trained?
 * Research on effective teacher training strategies, attempt to replicate those approaches. ||
 * Journals, interview people in charge of successful training programs. ||
 * Find and talk to teachers who are permanently motivated and see what is their perspective or disposition to act this way. ||
 * Interviews. ||

Is there a common characteristic in teachers who don’t find professional development useful? Why do those teachers react the way they do toward this opportunity? Does this have something to do with teacher burnout? Some people don’t like to do things when they are obligated to do so. Do the teachers who are not motivated feel pressured to be trained? Does the pressure affect their own motivation of doing things?
 * Questionnaires ||
 * Make courses optional. ||
 * Questionnaires ||


 * Offer training in varied ways. ||