Factors that Motivate Successful Teachers: The Key to Knowing What Keeps Teachers in the Classroom

Factors that Motivate Successful Teachers: The Key to Knowing What Keeps Teachers in the Classroom

by Dr. Elizabeth H. Reynolds, Dr. Harry J. Reynolds


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More than ever before, School Administrators want and need answers to this question. Those who have grasped why people behave as they do, can answer this question. Teaching can be more rewarding and effective, if we knew what successful teachers want from their jobs. This book evolved from that need. The book was written to determine the factors, assumptions and conditions that motivate successful teachers. This book was sought to answer the following question: What positive factors can be identified in successful teachers? There are two significant factors that contribute to motivating teachers who remain teaching. Educators and leaders seeking to motivate teachers should first identify what successful teachers find motivating. The major task is to determine the influencing factors and navigate strategies for enhancing motivation, which serves the needs of all teachers. Unless we find a way to attract and attain the best teachers, our legislative recommendations will not amount to anything. Teachers are the heart of the matter. The study of motivation and behavior is a search for answers to perplexing questions about human nature. It is important that we understand what keeps individuals in the classroom teaching and why they want to continue coming back over and over again. If any school district Superintendent, Principal or Administrator is seeking ways to improve student achievement, improving the motivation of teachers is a good place to start!

Product Details

ISBN-13: 9781535614238
Publisher: H and E Educational Consulting Services LLC
Publication date: 02/22/2019
Pages: 136
Product dimensions: 6.00(w) x 9.00(h) x 0.29(d)

About the Author

Dr. Elizabeth Hill Reynolds is a native of Memphis, Tennessee. She received her K-12 education in Memphis's city schools. She completed her B.A. from the University of Arkansas in Pine Bluff, where her major was elementary education, and received her master's degree from the University of Kansas with a major in elementary education and reading. She took postgraduate courses at the University of Tennessee in Knoxville to receive her administrative certifications. Dr. Reynolds holds a Doctorate of Education Degree in Educational Leadership from the College of Education at Vanderbilt University. While at Vanderbilt, she received her superintendent's endorsement. Additional post-doctorate work was done as a part of the Institute on Active Learning in Middle Schools at Harvard University. Dr. Reynolds completed the National Superintendent's Prepared Program, and the National Staff Development Council, both in Washington, D.C. She has served as a teacher, district office administrator, and assistant superintendent in Tennessee and a superintendent in Illinois for almost eighteen years in three school districts. Dr. Reynolds has also worked as an adjunct professor at two universities, University of Tennessee and Chicago State University. As outlined in the book, Dr. Reynolds strongly agrees with the factors that motivate successful teachers. If educational leaders are to motivate teachers, they must know them and their work.

Dr. Harry J. Reynolds is a native of Jacksonville, Florida. He received his high school degree from Nashville Christian Institute, a boarding school in Nashville, Tennessee. He is a proud product of San Francisco State and the University of California at Berkley. He earned his B.A. in Social Science and his M.A. in Counseling, both at San Francisco State College. He holds a Doctorate of Education in Curriculum and Instruction from the School of Education at the University of California at Berkley. He served in the United States Army as a teacher of army medics. He served as a teacher, counselor, dean, district office administrator, high school principal, and superintendent. Dr. Reynolds served as regional superintendent in Oakland, California, and as superintendent for over thirty years in three states. While serving as superintendent, he established nationally recognized schools. He has presented at major conferences all over the country. Some professional presentations include: "Making Sense/School Reform; Reform with Results," "Building A Standards-Based System of Education," and "Curriculum Mapping and Alignment Pre-K-12." Dr. Reynolds worked as a consultant for the National Science Foundation. He established national academy programs for high school students and firmly believes that real change happens in the classroom; however, he understands the role of the leader and how the leader assists in making this change occur.

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