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ERIC Number: ED522704
Record Type: Non-Journal
Publication Date: 2010
Pages: 156
Abstractor: As Provided
ISBN: ISBN-978-1-1243-4410-2
Generation Y Student-Teachers' Motivational Factors: Retention Implications for K-12 Educational Leaders
Bontempo, Brian
ProQuest LLC, Ed.D. Dissertation, Northcentral University
Generation Y represents a growing number of student-teachers who will impact the future of educational practice, yet little research has been conducted for this demographic group. The purpose of this mixed-method study was to identify motivational factors of neophyte teachers and the retention implications these findings had on Kindergarten through 12th grade (K-12) leaders. Quantitative data were collected via a survey from 50 Generation Y, K-12, student-teachers from a private, accredited university in Ohio, and from 32 K-12 educational leaders. Quantitative data were analyzed using independent t tests and results showed statistically significant differences in 11 of the 15 motivational factors (student achievement t (47) = -4.97, p less than 0.05; having success with colleagues t (80) = 2.04, p less than 0.05; working with students t (80) = -5.41, p less than 0.05; relationships with subordinates t (57) = 5.24, p less than 0.05; being trusted with responsibility t (45)=-3.85, p less than 0.05; personal life t (80) = 2.37, p less than 0.05; career advancement opportunities t (80) = -2.03, p less than 0.05; career growth t (80) = - 3.49, p less than 0.05; yearly salary t (80) = 2.78, p less than 0.05; relationships with supervisors t (80) = -3.04, p less than 0.05; and supportive supervision t (80) = -2.22, p less than 0.05). Qualitative data were collected from eight administrators using the focus group interview model and analyzed for themes and patterns. Areas of high motivation for student-teachers, as noted in the qualitative findings, included student-centered working responsibilities, gains in student achievement, higher levels of responsibility and trust, career growth potential, and positive relationships with supervisors. Recommendations include the need for professional development training for K-12 administrators to meet identified needs of Generation Y teachers. Future research could identify generation-specific teaching applications and investigate whether these findings can be used by administrators in urban school districts to promote teacher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio