Date

8-29-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Christine Saba

Keywords

Motivation, intellectual disabilities, special education, academic motivation, self-determination theory, teachers' perspectives, lived experiences of teachers, motivating students with disabilities

Disciplines

Elementary Education | Special Education and Teaching

Abstract

The purpose of this phenomenological study was to discover the lived experiences of teachers when addressing the academic motivation of elementary-aged children with intellectual disabilities in suburban Eastern North Carolina. The theory guiding this study was Ryan and Deci’s self-determination theory, which explains that people can be intrinsically motivated, extrinsically motivated, or have amotivation. The central research question of this hermeneutic phenomenology was “What are the lived experiences of teachers when addressing the academic motivation of elementary-aged children with ID in suburban Eastern North Carolina?” The study focused on the lived experiences of 10 teachers in Eastern North Carolina who teach children with intellectual disabilities. The data was collected through individual interviews, focus groups, and participant journaling. Data analysis was done following Moustakas's modification of van Kaam’s analysis method. Throughout the data analysis, five themes emerged: building relationships, providing choices, supporting a sense of competence, establishing predictable routines, and tapping into interests. The findings suggest that there is not a singular construct, but a dynamic, interdependent set of factors that support the academic motivation of students with intellectual disabilities. The findings support the self-determination theory and suggest that students with intellectual disabilities may require teacher support in establishing relationships, regaining competence after failure, and being provided with guided choices or autonomy.

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