A Mixed-Method Inquiry into Teachers' Motivation in Middle and High Schools
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Authors
Folson, Milton
Issue Date
2013-05-02
Volume
Issue
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
The No Child Left Behind Act (2001) and Race to the Top Fund (2009) were passed by the federal legislature to address growing gaps in student achievement. The intended outcome of these measures was centered around student achievement. However, there were several unintended outcomes, including the effect of these measures on teacher responsibilities. Although there has been limited scholarship that has established connections between teacher motivation and student achievement, several studies have shown that motivation does have a direct impact on overall workplace dynamics and outcomes. This mixed-method, convergent parallel (triangulation) study focused on three research questions: 1) How would teachers describe their overall level of motivation?, 2) What factors of teacher motivation can be classified as intrinsic or extrinsic?, and 3) What are the differences in teacher motivation among demographic factors, such as age, gender, years of experience, and level of education? The triangulation method applied within this study corroborated qualitative and quantitative data to identify factors of motivation for secondary teachers. The results of this study indicated several primary motives, termed as affiliation, consideration, security, career growth, and self-expression. Additionally, several secondary motives were identified, termed purpose, responsibility, excitement, and personal needs. Furthermore, ANOVA results demonstrated potential differences in motives across demographics. Those ANOVA results were summarized as follows: Age - F (2, 133) = 2.17, p = .21; Years of Experience - F (4, 133) = 44.07, p = .000; Highest degree-earned - F (1, 133) = 3.88, p = .05; Gender - F (1, 133) = 1.01, p = .316. The ANOVA results indicated there were significant differences associated with Years of Experience and Highest degree-earned and no significant differences associated with Age and Gender. Educational leaders may consider incorporating these motives into secondary education work environments through yearly improvement plans and daily processes or procedures.
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Publisher
Creighton University
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Copyright is retained by the Author.
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