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Implications of Teacher Motivation a...

Whitten, Lary D.

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Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement./
Author:	Whitten, Lary D.
Description:	111 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3618367
ISBN:	9781303866333

Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement.
Whitten, Lary D.

Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement. - 111 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--University of Arkansas, 2014.

This item must not be sold to any third party vendors.

This qualitative study was designed to determine if the teaching population in the state of Arkansas had a more favorable attitude toward specific motivational theories and practices; and to determine if that attitude significantly affected the teacher retention rate and the quality of work produced. The literature reviewed included the role of the school leader, motivational theory, and other relevant studies on teacher motivation. Eight National Board Certified teachers in Arkansas were interviewed about motivation as it related to professional improvement and development. The interviews focused on characteristics that serve as intrinsic motivators toward professional improvement and development and their impact on the teachers' attitudes. The interviews also attempted to identify differences between experienced and non-experienced teachers in relation to intrinsic motivational factors. The data revealed achievement and acceptance as the intrinsic motivational factors with the most significant impact on the teachers' attitudes toward professional improvement and development. The data did not reveal a difference between experienced and non-experienced teachers in relation to motivation and professional growth. This study contributed to the field of education by providing an extension of the established research on intrinsic motivation. Intrinsic motivators vary in the effect they have on teachers and their desire to improve professionally. This study outlines the significance of these intrinsic motivators and the impact they have on accomplished teachers.

ISBN: 9781303866333Subjects--Topical Terms:

529436
Educational leadership.

Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement.
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020 $a 9781303866333
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100 1 $a Whitten, Lary D. $3 3176981
245 1 0 $a Implications of Teacher Motivation and Renewal Indicators in Arkansas Toward Professional Growth and Achievement.
300 $a 111 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Carleton R. Holt.
502 $a Thesis (Ed.D.)--University of Arkansas, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This qualitative study was designed to determine if the teaching population in the state of Arkansas had a more favorable attitude toward specific motivational theories and practices; and to determine if that attitude significantly affected the teacher retention rate and the quality of work produced. The literature reviewed included the role of the school leader, motivational theory, and other relevant studies on teacher motivation. Eight National Board Certified teachers in Arkansas were interviewed about motivation as it related to professional improvement and development. The interviews focused on characteristics that serve as intrinsic motivators toward professional improvement and development and their impact on the teachers' attitudes. The interviews also attempted to identify differences between experienced and non-experienced teachers in relation to intrinsic motivational factors. The data revealed achievement and acceptance as the intrinsic motivational factors with the most significant impact on the teachers' attitudes toward professional improvement and development. The data did not reveal a difference between experienced and non-experienced teachers in relation to motivation and professional growth. This study contributed to the field of education by providing an extension of the established research on intrinsic motivation. Intrinsic motivators vary in the effect they have on teachers and their desire to improve professionally. This study outlines the significance of these intrinsic motivators and the impact they have on accomplished teachers.
590 $a School code: 0011.
650 4 $a Educational leadership. $3 529436
650 4 $a Teacher education. $3 3172312
650 4 $a Occupational psychology. $3 2122852
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710 2 $a University of Arkansas. $b Educational Leadership. $3 2097757
773 0 $t Dissertation Abstracts International $g 75-08A(E).
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792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3618367