Motivational factors in the providers of continuing professional social work education: An agenda for the 1990's.

Abstract

This research is a descriptive analysis and exploratory investigation of reasons that motivate social work educators and social services staff from universities, social welfare organizations, professional associations and private entrepreneurs to provide continuing professional social work education. Vroom's Expectancy Theory of Motivation was the theoretical framework utilized; and, a survey instrument based on that theory which measured valence and expectancy levels present in the providers mentioned above was constructed. Questionnaires were mailed to a sample of 590 social work educators and social services staff in the State of Michigan who engaged in the provision of continuing social work education. Two hundred twenty-nine surveys were returned. Thirty-six motivational factors were ranked according to the strength of their motivational force. While all of the thirty-six factors received positive scores, the top ten factors revealed that those who responded were more strongly motivated by the commitment to assist practitioners to become more proficient in service delivery; increasing the worker's competence and knowledge in working with emerging issues, such as practicing with AIDS patients; and, increasing the theoretical knowledge base and problem solving skills of practitioners. In order to detect similarities and differences in the four groups of providers, an analysis of variance was utilized to determine significant differences present across thirty-six variables. While there were more similarities than differences, significant differences existed for several internal personality motivational factors, especially for persons who presented papers at state social work conferences; and, who were mostly female, direct service workers. Demographic data revealed that most respondents devoted less than ten percent of their time to providing continuing education. An implication of this was that there was an incongruence between what is really happening in terms of time spent developing courses and offering programs and the reasons which motivate persons to offer workshops and seminars. Several propositions regarding the future course of the provision of continuing education were suggested for practitioners and policy analysts.