The College of Education, Health and
Human Sciences
Announces the Final Examination of
Terrence DeShaun Brittenum
for the degree of
Doctor of Education
July 1, 2015, at 2:00 pm
123 Ball Hall, University of Memphis
Memphis, TN
Biographical Sketch
Bachelor of Science in Education, Education, University of Memphis
Master of Education, Administration & Supervision, University of Mississippi
Advisory Committee
Reginald L. Green, Ed.D., Professor, Department of Leadership, Committee Chair
Larry McNeal, Ph.D., Professor Chair, Department of Leadership
Lou Franceschini, Ph.D., Research Assistant Professor, Department of Leadership
Denise Winsor, Ph.D., Associate Professor, Department of Leadership
Major Field of Study
Leadership and Policy Studies
Period of Preparation: 2008 – 2015
Comprehensive Examination Passed: March 2010
THE RELATIONSHIP AMONG MOTIVATIONAL ORIENTATION OF TEACHERS, THE LEADERSHIP DISPOSITION THEY MOST PREFER, AND THEIR INTENTION TO REMAIN OR LEAVE THEIR CURRENT TEACHING ASSIGNMENT
Abstract
In this study, quantitative methods were utilized to determine how the motivational orientation of teachers (need-types) and behaviors of school leaders positively or negatively influences urban middle school teachers’ decisions to remain in or leave the teaching profession. The applied research design was employed to determine if any relationship existed between urban middle school teachers’ motivational orientations, teachers’ preferred leader dispositions, and teachers’ future professional plans. This study found six key leadership dispositions from Green’s (2010) work that influenced teachers decisions to remain in or leave the teaching profession. The six leadership dispositions were character, communication, respect, vision, integrity, and consistency. Character was the most significant leader disposition preferred by urban middle school teachers, followed by communication, respect, integrity, vision, and consistency, respectively. If school leaders in urban middle schools plan to retain teachers, it is imperative that they understand which dispositions of school leaders positively impact the behavior of subordinates. Additionally, to influence urban middle school teachers to remain in the teaching profession, school leaders must become aware of effective intrinsic and extrinsic motivational factors. If school leaders do not become aware of these motivational factors and embed them into the school climate, developing a professional learning community that enhances student achievement is likely to remain a challenging endeavor.
Moreover, determining the specific needs of each individual teacher will help school leaders identify the leader dispositions needed to influence them to remain in the teaching profession, reducing teacher attrition. McClelland (1988) asserted that a person’s needs are influenced by their cultural background and life experiences. This signifies to school leaders that the primary need-type of a teacher is not constant, but shifts over time.