Date Awarded
2011
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
Advisor
James H. Stronge
Abstract
The purpose of this study was to examine both the motivators and the inhibitors that influence graduate education students' decisions to either pursue school building-level administration jobs or avoid applying for these positions. Across the country, educational administration programs are producing more than enough graduates to fill every principal or assistant principal position (Levine, 2005). Yet, many of the students completing these programs are not rushing to fill these vacancies. Therefore, this study provides insight on the students in the Educational Leadership Program at The College of William and Mary. The findings of this study may benefit colleges and universities that have similar programs. For this paper, Herzberg, Mausner, and Snyderman's motivation-hygiene theory, Vroom's expectancy theory, and Behling, Labovitz, and Gainer's job choice theory were three job satisfaction theories chosen for an in-depth examination by the researcher. Additionally, the researcher gathered data by using a focus group as well as a survey.;Keywords: educational administration students, job satisfaction, motivators and inhibitors.
DOI
https://dx.doi.org/doi:10.25774/w4-mxdq-4556
Rights
© The Author
Recommended Citation
Pope, Tambra Michelle, "Prospective principals for the 21st century: Factors that motivate and inhibit the pursuit of school leadership for educational administration students" (2011). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618669.
https://dx.doi.org/doi:10.25774/w4-mxdq-4556
