Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus
Teacher motivation can be conveniently interpreted within a framework of motivation theories that are related to the fulfilment of needs (Herzberg, 1968, Maslow, 1954, McClelland, 1961). This thesis argues that mid-career teachers’ motivation is context-specific and relates to the fulfilment of teac...
| Main Author: | |
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
| Published: |
2013
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| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/13663/ |
| _version_ | 1848791782693797888 |
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| author | Konstantinides-Vladimirou, Katerina |
| author_facet | Konstantinides-Vladimirou, Katerina |
| author_sort | Konstantinides-Vladimirou, Katerina |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Teacher motivation can be conveniently interpreted within a framework of motivation theories that are related to the fulfilment of needs (Herzberg, 1968, Maslow, 1954, McClelland, 1961). This thesis argues that mid-career teachers’ motivation is context-specific and relates to the fulfilment of teachers’ needs. Grounded in phenomenology and drawing on semi-structured interviews with twelve mid-career teachers, six headteachers, and six focus groups with thirty-eight students in six lyceums in Cyprus, this qualitative study presents the factors that can motivate secondary teachers with 11 to 20 years of teaching experience to become (more) active in their schools. These factors which constitute the key findings of my study and the contribution of my study to the field of teacher motivation are: the ‘moderators’: recognition, inspection for evaluation, personal life, and experience; and the ‘needs motivators’: satisfaction, collaboration, fairness, and decision making. The ‘moderators’ may determine the extent to which teachers’ ‘needs motivators’ are fulfilled. This study makes a significant contribution to policies designed to enhance leadership practices related to the motivation of mid-career teachers. |
| first_indexed | 2025-11-14T18:33:59Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-13663 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T18:33:59Z |
| publishDate | 2013 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-136632025-02-28T11:26:27Z https://eprints.nottingham.ac.uk/13663/ Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus Konstantinides-Vladimirou, Katerina Teacher motivation can be conveniently interpreted within a framework of motivation theories that are related to the fulfilment of needs (Herzberg, 1968, Maslow, 1954, McClelland, 1961). This thesis argues that mid-career teachers’ motivation is context-specific and relates to the fulfilment of teachers’ needs. Grounded in phenomenology and drawing on semi-structured interviews with twelve mid-career teachers, six headteachers, and six focus groups with thirty-eight students in six lyceums in Cyprus, this qualitative study presents the factors that can motivate secondary teachers with 11 to 20 years of teaching experience to become (more) active in their schools. These factors which constitute the key findings of my study and the contribution of my study to the field of teacher motivation are: the ‘moderators’: recognition, inspection for evaluation, personal life, and experience; and the ‘needs motivators’: satisfaction, collaboration, fairness, and decision making. The ‘moderators’ may determine the extent to which teachers’ ‘needs motivators’ are fulfilled. This study makes a significant contribution to policies designed to enhance leadership practices related to the motivation of mid-career teachers. 2013-12-12 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/13663/1/EdD_THESIS_KATERINA_KONSTANTINIDES-VLADIMIROU.pdf Konstantinides-Vladimirou, Katerina (2013) Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus. EdD thesis, University of Nottingham. Teacher motivation mid-career teachers needs interpretivism phenomenology survey semi-structured interviewing focus group. |
| spellingShingle | Teacher motivation mid-career teachers needs interpretivism phenomenology survey semi-structured interviewing focus group. Konstantinides-Vladimirou, Katerina Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus |
| title | Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus |
| title_full | Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus |
| title_fullStr | Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus |
| title_full_unstemmed | Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus |
| title_short | Mid-career teacher motivation and implications for leadership practices in secondary schools in Cyprus |
| title_sort | mid-career teacher motivation and implications for leadership practices in secondary schools in cyprus |
| topic | Teacher motivation mid-career teachers needs interpretivism phenomenology survey semi-structured interviewing focus group. |
| url | https://eprints.nottingham.ac.uk/13663/ |