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|a LB1028.3.L47 2009_LetourneauTherese |2 BU-Local |
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|a LB1028.3.L47 2009 |
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|a Letourneau, Therese M.. |
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|a High school teachers' motivational factors to teach exclusively online |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2009. |
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|a xii, 123 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2009. |
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|a Includes bibliographical references (leaves 95-107). |
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|a Copyright Therese M. Letourneau. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose: The purpose of this phenomenological research study was to identify the motivational factors of online high school teachers. Because very little if any research has been conducted relevant to K-12 online teachers, this study will contribute to the understanding of those teachers’ motivations to teach exclusively online. This may be helpful to the field of online education and to the relatively new arena of online education providers. Understanding what motivated online high school teaching staff will provide school administrators with insight into areas of focus for teacher hiring, professional development, and online teacher retention. Method: This qualitative phenomenological study was conducted with ten full time high school teachers who teach exclusively online classes. Participants respond to an online open-ended questionnaire and described in their own words what they believed motivated them to teach online. These descriptions provided by the participants were analyzed to understand their relationship to the field on motivation and to the field of online K-12 education. Major Findings: Full time high school online teachers acknowledged that they are motivated by four main factors to teach in an online environment. Participants believed that personal impact, the teacher student relationship, professional development, and taking on a new challenge were all factors that motivated them to teach online. Results of this study indicated the examples of themes and sub themes that school administrators need to take note of and provide support to online high school teachers to enhance their ability to continue to teach online. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Educational technology. |
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|a High school teachers. |
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|a Web-based instruction. |
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|a Computer assisted instruction. |
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|a High school teaching |x United States. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001337/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/37/00001/LB1028_3_L47 2009_LetourneauTheresethm.jpg |
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|a Theses and Dissertations |
The record above was auto-generated from the METS file.
