Date of Conferral

2016

Degree

Ph.D.

School

Psychology

Advisor

James Brown

Abstract

Teachers face daily challenges in their work, which affect their ability to remain motivated and effective educators. The problem is that there is a lack of adequate research on how administrative leadership styles affect the motivation of United States teachers working within the U.S. and internationally. The purpose of this quantitative causal comparative study was to examine teachers' preferences regarding school administrators' leadership styles and gauge whether differences exist among U.S. teachers working in the United States and internationally. Herzberg's two-factor theory as well as full range leadership theory were used to quantitatively explore the relationship between leadership styles and motivational factors. The sample included American teachers from the United States (n = 128) and American teachers teaching internationally (n = 115). Multiple linear regressions and a MANOVA were used to analyze data, revealing a significant relationship between leadership styles and motivational factors among international teachers, and no significant differences in leadership styles and motivational factors between domestic and international teachers. The findings add support for administrators implementing a laissez-faire leadership style that allows teachers to have more choice in performing their duties. An examination of teachers working in different country contexts contributes more understanding regarding how leadership styles motivate teachers to achieve their goals. Using the study findings,

educators may be able to provide learning that is responsive to societal and cultural differences, contributing to positive social change.

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