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…
1. What does your administration do to motivate you to enhance your performance as a
teacher?
2. What are the intrinsic motivating factors for you to be the best teacher you can be?
3. What are the extrinsic motivating factors for you to be the best teacher you can be?
4. What could administration do to increase your job motivation both intrinsically and
extrinsically?
5. What percentage of teachers in your building do you think feel they are positively
motivated to work hard each day?
6. What type of motivation do you think impacts teachers’ performance more: intrinsic
or extrinsic?
7. What are some factors that decrease your motivation at work?
8. Who do you feel holds the primary responsibility of motivating staff members?
9. 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