How Do I Motivate Them? The Transition of School-Based Agricultural Education Teachers' Motivational Beliefs Through the Years

• In Event: Collaborations, Motivation, and Student Success in Career and Technical Education

Abstract

Theories of student motivation permeate the field of education. More specifically, the motivational beliefs held by teachers can impact practice. The purpose of this study was to examine the belief systems of CTE teachers related to student motivation across career stages (early, mid, and late career). We employed a phenomenological approach to our focus group interviews to capture the essence of the teachers’ lived experiences related to student motivation. Data analysis revealed differences between teachers regarding their locus of motivation, origination of beliefs, motivational context, and their student outcomes focus. Recommendations include focused professional development for CTE teachers in each career stage and further research to explore the transitional period between career stages in relation to motivational beliefs.

Authors

• Amanda Michelle Bowling, The Ohio State University

• Amber Michelle Rice, The University of Arizona

• Kevin Wylie Curry, The Pennsylvania State University

• Adam Marx, North Dakota State University