Phenomenology of Effective Factors and Motivator in Quality of In-Service Training Courses of Teachers

Achieving real goals of in-service teachers training is one of the major problems of the educational systems. In Iran, despite many efforts, both direct and indirect evidence about the effectiveness of in-service teachers training do not show an efficient and satisfying results. As expecting to reforms in this field by officials and experts is increasing. Accordingly, the purpose of this study was to investigate the teacher's experiences of motivational factors in the quality of in-service primary training. This is the qualitative study with a phenomenological approach. To achieve the research purpose, 20 primary school teachers in Ahar region were selected by purposive sampling method and studied. Research tools include observation, semi-structured interviews, open-answer written questions and review of the conducted investigations related to the topic of this research. The Findings from the teacher's experiences that are based on coded data and extracted themes show we can summarize the important motivational factors in quality of in-service training in four main themes: intrinsic motivation, teacher qualifications, subject characteristics and environmental incentives. Research findings shows the necessity of attention to various factors in the evaluation of in-service training that be considered as the main criteria of quality and efficiency by teachers. Accordance of programs with the teachers’ expectations and needs as the main audience of in-service programs will improve overall efficacy of these programs.