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Investigation of motivation strategies used by school teachers for workplace engagement

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Show simple item record Spong, Cindy 2011-10-14T13:38:49Z 2011-10-14T13:38:49Z 2011-10-14
dc.description.abstract The purpose of this study was to explore the strategies that elementary school teachers use to be engaged in their work. Participation was solicited from a random sample of schools stratified by location (i.e., urban, inner city, and rural) of a large school board. The study used an anonymous quantitative/qualitative questionnaire. The survey tool was based upon Kahn's (1990) psychological engagement framework, which presents the foundation of availability of self, meaningfulness of work, and safety while at work. Forty-one surveys were analyzed descriptively including a subgroup of self-rated highly engaged teachers. Teachers tended to favour physical and emotional strategies compared to cognitive type strategies, with the exception of the highly engaged subgroup. The theme of preferred strategies reflected a setting outside the school/workplace, that is, a preference for horne based strategies. The study's main contribution highlights the teachers' sense of importance for physical and emotional health in a profession that is heavily focused in the cognitive domain. This may influence administrative and teacher discourse regarding workplace engagement with strategies to help reduce stress and to maintain and increase teacher engagement. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Motivation in education en_US
dc.subject Classroom management en_US
dc.subject Teaching en_US
dc.title Investigation of motivation strategies used by school teachers for workplace engagement en_US
dc.type Electronic Thesis or Dissertation en_US Master of Education en_US Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US Faculty of Education en_US

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