A study of principals' teacher motivational techniques in select Georgia schools
Henderson, Karen Allen
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The state of Georgia had two school-based performance awards, one with a monetary reward and the other without a monetary reward. This study was conducted to determine if a relationship existed between how principals better set and evaluated goals for their staff in performing versus nonperforming schools. This study also sought to determine if a relationship existed between how principals of performing versus nonperforming schools were more likely to share decision-making with their teachers. In addition this study tried to determine if a relationship existed between how principals of performing versus nonperforming schools were more likely to promote professional development for their teachers. This study furthermore attempted to determine if a relationship existed between the more positive beliefs of principals in the ability of their teachers in performing versus nonperforming schools. This study used one independent variable with three levels (nonperforming schools, Pay for Performance schools, and Schools of Excellence schools) and one dependent variable (principals’ motivational techniques). The survey used was formulated by the National Center for Education Statistics. The data collected in the study was analyzed using ANOVA and a post hoc comparison with a significant p value of .10 or less. The alpha level is .10. The post hoc comparison used the Scheff method.