Abstract:

The quality of an education service is dependent on those delivering that education. Practitioners must be prepared to support learners to achieve and reach standards. It is therefore crucial that practitioners have the opportunity to enhance their abilities and update their skill set throughout their careers. The purpose of this study is to uncover what motivates adult education tutors in South-West Dublin, Adult Education Service to participate in continuing professional development (CPD). To answer the research question, five objectives were identified; to ascertain tutors’ understanding of CPD, to identify the factors that motivate and demotivate them to participate, to examine who is responsible for CPD activities and to establish whether CPD should be mandatory.

The researcher conducted an extensive literature review, critically analysing the current body of literature available, before carrying out qualitative primary research. Six employees of South-West Dublin, Adult Education Service were interviewed to understand their views and experience of CPD and to answer the research question and research objectives. Findings highlight that CPD is understood as a method of keeping up with change and updating skills.

The study found that tutors are motivated by intrinsic factors to participate in CPD and extrinsic factors do not hold as much weight. Factors which demotivate tutors are time commitment, poor training content, poor delivery of CPD initiatives and being at a later stage in their career. Participants think that CPD activities should be mandatory but are unclear as to whom is responsible for ensuring they are carried out.

The findings of this research add to the current body of literature available on CPD and motivation, and provide valuable insight for not only adult education practitioners and education management but all relevant stakeholders, including government and policy makers.

Keywords:

Continuing Professional development, CPD, Motivation, Adult Education, Life-Long Learning.