Abstract
This mixed-methods study investigates the intrinsic and extrinsic motivators influencing lecturer engagement in Continuing Professional Development (CPD) programmes within a community college setting. Data were collected from 36 lecturers through structured surveys, capturing both quantitative and qualitative perspectives. The analysis reveals several key motivators, including teaching passion, career advancement aspirations, and institutional incentives, which shape lecturer participation in CPD. Notably, intrinsic factors, such as personal satisfaction, commitment to educational quality, and on-going professional growth, emerged as strong drivers of engagement. Extrinsic motivators, including financial rewards, recognition, and career progression opportunities, were also influential, highlighting the diverse motivational landscape that supports lecturers’ involvement in CPD. Findings suggest that CPD programmes that strategically align with these motivators can foster enhanced engagement, professional growth, and a more supportive educational environment. This study underscores the importance of designing CPD initiatives that cater to both intrinsic and extrinsic motivators to optimize educator participation and improve learning outcomes. Insights from this research offer practical implications for creating responsive CPD frameworks that support educators’ evolving needs in dynamic educational contexts.
Keywords: Continuing Professional Development, Extrinsic Motivation, Intrinsic Motivation, Lecturer Engagement, Mixed-Methods Research.