Qualitative Findings From the Study of Relationships Between School Culture, Internal Factors, and State of Flow

• In Event: 29.091 - Poster Session 4
  In Poster Session: 29.091-1 - Division K Section 3 Poster Session 2

Abstract

The purpose of this research was to discover the impact school culture, internal factors, and the state of flow has upon motivating a teacher to develop teaching expertise. This research focused on why and how individual teachers can nurture their existing internal factors to increase their motivation to seek expertise development. Major findings included (1) Teacher-student kinship as the driving motivational force behind a teacher’s development towards expertise; (2) Expert teachers use of a expert lens through which they view all interactions and activities to positively impact student achievement; (3) Expert teachers seeking deep-impacting professional learning experience; and (4) Expert teachers preference for an optimal school culture.

Authors

• Amanda Mayeaux

• Dianne F. Olivier, University of Louisiana at Lafayette