Date

5-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Linda J. Holcomb

Keywords

Autonomy, Engagement, Motivation, Self-determination, Self-efficacy

Disciplines

Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology

Abstract

he purpose of this correlational study was to determine if there is a relationship between the motivation and engagement level of induction (first four years) teachers as compared to veteran (five or more years) teachers using the overall score on the Teacher Keys Effectiveness System (TKES, 2013) and the Motivation and Engagement Scale (MES-W, 2012) developed by Martin (2012). Teachers from four participating districts located in northeast Georgia were divided into two groups based on years of teaching experience. Both groups participated in an online survey (MES-W, 2012), which collected demographic data as well as responses to the MES-W survey. School districts provided the researcher with the TKES overall score data. Data were analyzed using a series of statistical analyses, which included ANCOVA, t-tests, correlations, and multiple regressions. The MES-W (2012) results and the TKES overall scores were analyzed to investigate the relationship of motivation and engagement and the number of years of experience of the respondents. There was not a statistically significant relationship found between the criterion variable of the MES-W and the predictor variables of years of experience for the two groups (induction level n = 35; veteran level n = 126). A variety of limitations and implications were presented along with suggested future research opportunities.

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