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Our aim in this multiple-case study was to uncover the reasons for teachers’ lack of motivation for self-development in online teaching and to make recommendations on how to develop that motivation. We used Edward Lawler's model of expectancy theory as a lens to study this phenomenon. Our findings from twelve K-12 teachers revealed the following barriers to motivation: (1) feeling unable to achieve desired outcomes due to reduced instructional time, excessive student absences from online classes and lack of interaction with students, (2) insufficient external rewards, (3) inability to do what is necessary to maximise satisfaction with online teaching, (4) perceived temporariness of online teaching, and (5) lack of formal training necessary to understand the possibilities and limitations of online teaching. In addition, we have seen that Lawler's version of expectancy theory, although in need of improvement in some respects, is still appropriate for research on understanding teachers’ motivation for self-development in online teaching. Based on the findings, we discussed implications for future research and practice. Our study contributes to the literature on online teaching motivation by providing a good example of a multiple-case study in which a well-defined theory is applied to a motivational phenomenon.

Using expectancy theory as a lens for exploring the reasons behind teachers’ lack of motivation for self-development in online teaching