The purpose of this study was to examine relations between early childhood educators' job satisfaction, supervisor support, intrinsic motivation, and their participation in professional development. Early childhood educators (n = 498) in the state of Michigan were surveyed. Hierarchical regression analyses were conducted to examine the relationships between job characteristics and total professional development hours. Supervisor support and job satisfaction were not related to total professional development hours. Intrinsic motivation was, however, significantly associated with total professional development hours for early childhood educators.
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