Date

4-17-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Heather Strafaccia

Keywords

high school, COVID-19, motivation-hygiene theory, uncertainty, pandemic, high school, educators

Disciplines

Education

Abstract

The purpose of this phenomenological study was to understand the motivation to educate during times of uncertainty for high school educators at an urban Virginian public high school. This study examined the influence of different factors on job satisfaction relating to recognition, growth, relationships, and remuneration. The theory of motivation-hygiene served as the guiding principle, emphasizing the importance of internal and external factors in enhancing job satisfaction. In terms of methodology, a phenomenological transcendental approach was employed. The sample consisted of high school educators teaching students in urban Virginian schools in Grades 9 through 12. The study included 14 participants who worked in various high schools in an urban Virginian city. Data collection involved interviews, a focus group, and journal prompts. The analysis began with understanding the central research question: What are the lived experiences of high school educators during times of uncertainty in an urban Virginian public high school? Through this research, it was understood that high school educators have several motivating factors, including students, coworkers, supportive leadership, and a positive work environment. These factors were found to be vital in keeping educators motivated, particularly during times of uncertainty. By recognizing and understanding these factors, public high school administrators can create plans to improve educators' motivation levels, resulting in better outcomes for teachers and students.

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