Faculty Motivation Angie Cave Michelle Cotter Debbie Novalski Katya Zablotney

Faculty Motivation Survey

Before we begin… The Faculty Motivation Survey asked what administration does to motivate and enhance their performance as teachers… …including intrinsic motivating factors …and extrinsic motivating factors …as well as what factors decrease your motivation Also describe the most successful staff motivation tool you have seen used in a school

Today we would like to share with you the Faculty Motivation survey results and get your reaction and comments on what teachers had to say.

In addition, we will share the results of the Administrator Motivation survey and point out any over-riding themes.

Areas that we asked about… 2.

3.

4.

1.

5.

What does your administration do to motivate you to enhance your performance as a teacher?

What are the intrinsic motivating factors for you to be the best teacher you can be?

What are the extrinsic motivating factors for you to be the best teacher you can be?

What could administration do to increase your job motivation both intrinsically and extrinsically?

What percentage of teachers in your building do you think feel they are positively motivated to work hard each day?

7.

8.

9.

6.

What type of motivation do you think impacts teachers’ performance more: intrinsic or extrinsic?

What are some factors that decrease your motivation at work?

Who do you feel holds the primary responsibility of motivating staff members?

What are some things that have been done (or could be done) to increase motivation in your school building?

10. Describe the most successful staff motivation tool you have seen used in a school building.

Zablotney Survey Results

Zablotney Survey Results

Cave Survey Results

Cave Survey Results

Novalski Survey Results

Novalski Survey Results

Cotter Survey Results

Cotter Survey Results

Over-Riding Themes

Over-riding Themes

   TEACHERS AS PROFESSIONALS - Teachers are motivated when they are praised frequently, but are also given the ability to do their jobs independently. It is important to be treated as professionals. VENTING BUT NOT COMPLAINING - Many responders felt that negativity by staff members played a role in decreasing motivation by the staff. However, they did say that venting to fellow staff members was helpful when it became a way to problem-solve or blow off steam. TEACHER OWNERSHIP - Administration stressed the importance of providing teachers with opportunities to express their concerns and play a part in school decisions.

Teachers Responded… A desire for praise was a predominant theme. The faculty expressed a desire for specific, personal praise, rather than general, whole-school praise. The WOW initiative seems to be helping with this.

Increasing Motivation • Jeans passes.

• Personal notes.

• Acknowledgment of Staff accomplishments and efforts in a variety of ways.

• Continued learning and leadership opportunities.

• Recognition of what students have accomplished.

• Afterschool get togethers.

A very high number of administrators COMPLETELY agreed that emphasizing the positive and being an active listener increases motivation in their school building. HOWEVER, lack of administrative and parental support, stress and feeling micromanaged affected teacher’s motivation negatively.

Extrinsic Motivation • Praise • Monetary Rewards • Good Evaluations Almost 70% of administrators COMPLETELY agreed that praise was an extrinsic motivation of teachers at their school, and that about one-third of teachers were looking for monetary rewards as motivation.

How can we, as administrators, help our teachers from feeling overwhelmed with extra initiatives and a focus on data, which have affected the climate of the school?

We asked administrators what factors do you notice affect teachers’ motivation negatively?

• Overwhelmed • Too much being piled on • Expectations This negative motivation factor theme was echoed when we asked teachers to think about what they notice affects their motivation.

Here’s what the administrators said: • “Stress, lack of administrative and parental support, emphasis on data and scores affects teachers’ motivation negatively.

• “Feeling micromanaged.”

Who do you feel holds the primary responsibility of motivating staff members?

• Most teachers felt that it starts with administration.

• A large percentage felt all staff helps with motivation.

• A small percentage felt that you hold the responsibility yourself.

Positive Over-Riding Themes Across Schools • Praise – specific and individualized • Recognition for hard work and student success • Feeling appreciated • Student success

Negative Over-Riding Themes Across Schools • Time: not enough, not valued • Too many meetings and initiatives, not enough time to implement it all • Lack of communication • Feeling unsupported by administration

How Motivation Can Be Increased (What Works) • Being positive • Supporting faculty • Being there as part of the team • Recognition

Most Successful Staff Motivational Tool • Gift of Time • Jeans Days • Showing that time is valued (work from home work days) • Positive and personalized notes from administration about performance