A Comparison of Principal Motivational Orientation and the Orientation of Principal Actions to Motivate Teachers

Abstract

This study was planned and conducted to evaluate the correlation between a principal’s dominant motivation type (intrinsic or extrinsic) related to their dominant method to motivate others (intrinsic or extrinsic). The study included nine elementary school principals who led schools to high levels of academic performance. Three participating principals were selected from a school with high poverty rates. Three other principals were selected from schools with medium poverty rates, and three more were selected from schools with low poverty rates. The researcher collected information from the nine participating principals regarding factors that motivate them to improve student learning at their respective schools. Data were collected from these participants through a survey tool to evaluate the level of intrinsic or extrinsic motivation the respondents had for their work. Additional information regarding sources of motivation was gathered through one-on-one interviews. The responses from each collection method (survey and interview) were reviewed to classify each participant as either intrinsically or extrinsically motivated in their work to improve student learning. Further information was gathered from each participant regarding the actions they use to motivate teachers at their schools. These responses were then analyzed to identify each principal’s dominant motivation style as either more intrinsic or extrinsic. Finally, the principals’ own motivation orientation and the motivational style they used to motivate teachers were compared. Findings revealed that principals’ own identified motivation orientation and the actions they took to motivate teachers often were not the same