Theory and Application: Motivation

Hannah Julia Paredes Kilnoski

Research Base:

Rasche, T. M. (2020). Teacher Perceptions of Job Satisfaction and Motivation and Implications for School Leaders (Order No. 28029530). Available from ProQuest Dissertations & Theses Global; Social Science Premium Collection. (2488007288). https://login.leo.lib.unomaha.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fdissertations-theses%2Fteacher-perceptions-job-satisfaction-motivation%2Fdocview%2F2488007288%2Fse-2%3Faccountid%3D14692

Vogel, L. R., & Rude, H. (2011). Giving Back: An Analysis of Motivations of Aspiring American Indian/Alaska Native School Leaders. Journal of American Indian Education, 50(2), 24–43. http://www.jstor.org/stable/44825522

Weiner, J. M., & Holder, S. (2018). Why lead?: Using narrative to explore the motivations of those aspiring to be principals in high needs schools. International Journal of Leadership in Education, 22(5), 555–572. https://doi.org/10.1080/13603124.2018.1492024

Theory and Research:

I focused on Chapter 5 of Rasche’s Dissertation as my first source. This chapter was a summary of research findings and outlined the most significant factors for teacher job satisfaction and motivation. The primary ones found by the study were monetary raises on an annual basis and a career ladder path. The career ladder path also leads to growing mentorship and performance of teachers to inspire a next generation of teachers and leaders so this might be the most significant teacher motivation since it builds up a successful system. The second half of the findings was centered around suggestions for school leaders to retain teachers and keep motivation high. This section also highlighted the importance and effects that having an in touch and effective leader who prioritizes teacher satisfaction can achieve.

Weiner and Holder’s 2018 article investigates the motivations driving leaders to serve in underprivileged schools and found that those three main reasons were to address perceived equity, a goal to catalyze educational change and having a commitment to teaching and learning. These schools struggle to keep teacher motivation up as external systems and societal norms suppress the populations where they need even more support and resources to create equitable educational opportunities for all. These motivations are all primarily intrinsic in contrast to those motivations outlined in Rasche.

Finally, Vogel and Rude researched the motivations of aspiring American Indian/Alaska Native School Leaders. For this group, the motivations included increased community involvement, increased cultural curriculum integration, role modeling, and mentoring. For this community, careers in education and leadership have a deeper purpose. Not only is education change and improvement a key driving factor, but the cultural significance and community impact are also major driving factors.

Application and Reflection:

Self-reflecting, I am very intrinsically motivated to grow and to climb up the ladder so to speak. When I read Rasche’s chapter, I related to the career- path ladder as a high motivator. While I agree that monetary and proper recognition also serve as key motivation factors, it is not always possible to give out monetary bonuses. In my own career now, I find that I create a strong career ladder path for myself which keeps me motivated though at times, I recognize that there are blank spots or missing rungs that can become frustrating and discouraging. Having no solid upwards trajectory in my current position is probably my most de-motivating factor because it becomes impossible to see a future and therefore makes it difficult to see the impact that my work will have. Looking forward though, I think that my goal to open up my own school one day keeps me moving forward.

I also wanted to include perspectives on school leaders serving underprivileged populations. I grew up in an underprivileged area and a latina immigrant. I have seen first hand the extra roadblocks and challenges that these communities and students face and my own experience has served as a catalyst for why I share the three motivating factors found in Weiner and Holder’s article. When thinking about my own school one day, keeping the specialized and unique needs and challenges of high need communities and students is and will continue to be at the forefront of my mind. I hope that the educational community I create is one that works to serve students equitably.

Finally, I wanted to include an indigenous leadership perspective. One of my passions is rare and indigenous languages and as a latina, I also understand the importance of cultural representation and role models in the schools. I think as students in educational leadership, we need to keep promoting, supporting as well as providing equitable opportunities for prospective and aspiring leaders to increase that representation. As I was in undergrad, one of the big inspirational factors for me to continue in my education was that my advisor was a Latina too. I saw her achievements and hard work and I was determined to work harder and aim higher than I had before. In my Master’s degree, my main advisor had gone through the process of moving to the United States and learning her way through America’ ESL system like I had. When I was teaching ESL, I took pride in sharing my experience going through the same process myself and told them my successes but also my challenges. I also shared that most of them started learning English way before I did. I think this familiarity helps to motivate students and see themselves in their role models and educators. I think that this same feeling and passion is probably one of the biggest motivation factors for me.