Teachers of English learners: perceived motivators to becoming principals of high-needs schools
Academic Article
Overview
Research
Identity
Additional Document Info
Other
View All
Overview
abstract
PurposeThe purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers ofemergent bilingual (EB) students to seek a master's in educational administration with a focus on bilingual/English as a second language (ESL).Design/methodology/approachTo 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.FindingsPrimarily, 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 implicationsIdentifying 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/valueThere is little known about intrinsic and extrinsic motivations of teachers of EBs which influence their decisions to change their career paths to become principals.
