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dc.contributor.authorSpong, Cindy
dc.date.accessioned2011-10-14T13:38:49Z
dc.date.available2011-10-14T13:38:49Z
dc.date.issued2011-10-14
dc.identifier.urihttp://hdl.handle.net/10464/3419
dc.description.abstractThe 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.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectMotivation in educationen_US
dc.subjectClassroom managementen_US
dc.subjectTeachingen_US
dc.titleInvestigation of motivation strategies used by school teachers for workplace engagementen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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