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1 – 5 of 5Nahed Abdelrahman, Beverly J. Irby, Rafael Lara-Alecio, Fuhui Tong and Hamada Elfarargy
The purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers of emergent bilingual (EB) students to seek a master's in educational…
Abstract
Purpose
The purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers of emergent bilingual (EB) students to seek a master's in educational administration with a focus on bilingual/English as a second language (ESL).
Design/methodology/approach
To address the study objectives, the authors used a qualitative phenomenological design. The authors conducted online interviews with 28 teachers of EBs. The authors used the self-determination theory as the theoretical framework.
Findings
Primarily, teachers of EBs were intrinsically motivated to seek the principalship. The authors identified additional motivators that were not found in the previous literature which heretofore was based on general education teachers' responses. Those motivators were, gain advice from mentors, promote cultural awareness, commit to a campus-wide impact, increase awareness of the importance of bilingual/ESL education programs, and foster a relationship with the school community.
Practical implications
Identifying the intrinsic and extrinsic motivators for teachers of EBs who desire to move into a principal position may aid faculty in university principal preparation programs and administrators in school districts to support and mentor these teachers to better serve as leaders in high need schools.
Originality/value
There is little known about intrinsic and extrinsic motivations of teachers of EBs which influence their decisions to change their career paths to become principals.
Details
Keywords