Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Denise Nixon
Keywords
diversity in education, racial representation in teaching, culturally responsive pedagogy, minority teachers, teacher retention
Disciplines
Education
Recommended Citation
McConnell, Jennifer Lynn, "A Phenomenological Study of the Teaching Motivation for Teachers of Color in Predominantly White Schools" (2024). Doctoral Dissertations and Projects. 5822.
https://digitalcommons.liberty.edu/doctoral/5822
Abstract
The phenomenological study explores how teachers of color describe their lived experiences and motivations to teach at predominantly White K–12 public schools in Pennsylvania. The theory guiding the study is Herzberg's two-factor theory of motivation, which postulates that certain factors in the workplace, known as motivators, lead to job satisfaction. In contrast, others lead to dissatisfaction, known as hygiene factors. Herzberg's theory provides a valuable lens through which to examine the motivations of teachers of color to teach at predominantly White K–12 public schools in Pennsylvania. The qualitative research study explores the underlying factors influencing these teachers' commitments via interviews, document analysis, and journal prompt responses. The research methodology ensures thorough member-checking, systematic auditing, and transparent reporting to maintain credibility, dependability, and confirmability. The study also prioritizes ethical considerations, including obtaining informed consent from participants and ensuring the confidentiality of participant data. Ten research participants volunteered to participate, and the study's findings reveal intrinsic motivators such as the need for cultural representation and the desire to make a meaningful impact are crucial to their commitment to teaching in predominately White environments. The study's results also support Herzberg et al. (1993/2017) two-factor motivation-hygiene theory, showing that job satisfaction in this context stems from aspects related to the nature of the work itself and teachers' capacity to foster an inclusive and culturally diverse educational environment. The findings suggest that school and community leaders should go beyond recognizing diversity and inclusion and focus on creating supportive, adaptable, and equitable educational environments.
