Abstract
Purpose. This study examined the perceived motivational variables of Santa Clara County, California, teachers to find the degree to which there were differences between teachers in high- or low-SES schools, whether those who committed to staying in their schools, "stayers," had different motivational needs than "exiters," and whether there were interactions among mobility intentions, school SES level, and motivation. Methodology. This descriptive study surveyed 119 teachers in ten districts. Survey items were collapsed into six intercorrelated scales characteristic of Herzberg's motivational/hygiene factors and analyzed utilizing a two-way ANOVA for main and/or interaction effects. Open-ended questions helped analyze items that did not fit into any scale. Findings. Teachers were motivated by the Work Itself, a Herzberg motivational factor. Relationships with principals influenced teachers' decisions to stay in their jobs. Professional recognition needs were greater for exiters, driven mainly by high recognition needs of those exiters in low-SES schools. While Advancement and Growth was second overall to the Work Itself , stayers in high-SES schools found this less important to job satisfaction. Pay/security, a hygiene factor, was important to "exiters" in low-SES schools. Forty-six percent of surveyed teachers opined that they might leave their jobs within five years. Conclusions. Most teachers found satisfaction from the Work Itself and Advancement and Growth opportunities—training, time to achieve important goals, getting helpful feedback, working and planning with colleagues. However, context changes things. High-SES stayers differ with regard to the latter and are not motivated by it, while low-SES exiters need professional recognition. Differentiation is necessary to address the varying needs of teachers. Principals are critical to teacher job satisfaction and must develop skills to be able to motivate teachers. Recommendations for further study. Longitudinal study of exiting teachers; study how satisfied teachers are related to motivational factors; conduct this study with principals; survey teachers with under five years of experience; replicate in other geographic areas; examine incentives that would promote high-quality experienced teachers to transfer to low-SES schools; examine motivation factors by age cohort; conduct case studies of good recognition models in low-SES schools; study gender differences and motivation; replicate with middle/high school teachers; study differences in single-subject versus multiple-subject teachers.