Date of Conferral

2015

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donald Wattam

Abstract

Teacher motivation factors prominently in the sustainable development of educational institutions, and relate to self-efficacy, job satisfaction, and retention. Prior motivational research in education has addressed factors relating to teacher motivation, but there is a dearth of research into the impact of performance management on motivation. This phenomenological study examined the lived experiences of 5 teachers in relation to the performance management process in the selected school. The project study was guided by Bandura's social cognitive theory, Maslow's hierarchy of needs, and Herzberg's motivation-hygiene theory. In-depth, semistructured interviews were used to extract the essence of the lived experiences as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of performance management on motivation. The findings revealed demotivational elements in the performance management process of the school that impacted job satisfaction and retention. This study also included developing a professional development project to enhance the capacity of school administrators in understanding teacher motivation and how the delivery of performance management can be used as a developmental tool to improve teacher motivation. The study and project facilitate positive social change by providing a deeper understanding of teacher motivation and by developing a performance management model that promotes capacity building and motivation. The study findings will be beneficial to teachers, school administrators, and human resource personnel.

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