Date

7-2020

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Dave Gorman

Keywords

Extrinsic Motivation, Intrinsic Motivation, Motivation, Self-efficacy, Teacher Efficacy

Disciplines

Education

Abstract

Teacher recruitment and retention is a growing concern for educational organizations. This is in large part due to the increasing work demands and underfunding of public funding. The purpose of this study was to investigate the relationship between teacher motivation and the adaptive factor of self-efficacy. The theoretical frameworks of Bandura’s social learning theory, Deci and Ryan’s self-determination theory, and Rotter’s locus of control theory were used to guide this study. The researcher used a quantitative correlation study to examine the relationship between self-efficacy and intrinsic motivation, extrinsic motivation, and overall motivation. The two surveys were given to 130 elementary school teachers from two school districts in a southeastern state. The Teacher Sense of Efficacy Scale (TSES) and Work Tasks Motivation Scale for Teachers (WTMST) surveys were used to measure perceived teacher self-efficacy and motivational beliefs. Pearson product-moment correlations were used to measure the relationship between the dependent variable (teacher self-efficacy) and the independent variables (intrinsic motivation and extrinsic motivation). Data analysis revealed a positive correlation between self-efficacy and intrinsic motivation; however, no relationship was found between self-efficacy and extrinsic motivation nor overall motivation. Recommendations for future research include replicating this study using both elementary and secondary teachers as well as utilizing demographics to determine generalizations about teacher self-efficacy and motivation.

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