Date
12-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Shanna Baker
Keywords
teacher motivation, perception, self-determination theory, Achieve3000
Disciplines
Education
Recommended Citation
Schwoebel, Catherine Anne, "A Phenomenological Study of Rural North Carolina Middle School Teachers’ Motivational Factors Influencing Achieve3000 Implementation" (2025). Doctoral Dissertations and Projects. 7855.
https://digitalcommons.liberty.edu/doctoral/7855
Abstract
The purpose of this transcendental phenomenological study was to explore the perceived teacher motivation of rural middle school English Language Arts Teachers at Cape Fear County Schools. The theory that guided this study was Deci and Ryan’s theory on self-determination. The central research question was how rural middle school ELA teachers’ perceptions of the three basic psychological needs of autonomy, competence, and relatedness influence their motivation to implement Achieve3000 in the classroom. This transcendental phenomenological study employed individual interviews, analysis of journal prompt responses, and focus groups to explore the perceptions of motivational factors influencing Achieve3000 implementation among rural North Carolina middle school English language arts teachers. Data from the study supported self-determination theory and the three basic psychological needs of autonomy, competence, and relatedness to motivate teachers in Achieve3000 implementation in their classroom.
