This master thesis focuses on various factors that motivate or demotivate teachers at a business high school. Another objective is to analyse how teachers, in cooperation with the school management, can establish an environment where challenges and skills are combined to optimally support the teachers' development. Finally the thesis focuses on the factors, I as a headmaster can use to contribute in the best way. This analysis was carried out on the basis of qualitative interviews with 6 teachers. The methodological basis is Herzberg's 2-factor theory and the FLOW theory developed by Mihaly Csikszentmihalyi, which both explore the self-actualizing person driven by special motivation and the wish to obtain FLOW conditions. Scope of thesis/Problem formulation Which factors motivate or demotivate teachers in their work life? To which extent have our 6 teachers experienced FLOW at work and/or in their sparetime? Are these different types of flow, and is there a relation between FLOW and other parameters of the respondents? Which factors can be used in my leadership to positively affect the motivation of my employees and their ability to obtain FLOW? The findings of my analyses are that teachers are primarily motivated by the factors of Achievement, Recognition and Work itself. They are mostly demotivated by Interpersonal relations, (loss of) Status and Working Conditions. All 6 teachers have experienced FLOW conditions – at work and in their sparetime. I have observed 2 types of FLOW in this context: Comfort FLOW which brings distinctive pleasure, and Tension FLOW which is much more demanding, since the road to achieving that type of FLOW is full of difficulty and frustration. In return, Tension FLOW brings the teacher a higher level of competence. I found no significant relation between FLOW and the teachers' gender, age or seniority. There is a clear – if not significant – relation between educational background and prevalent type of FLOW. Teachers experiencing Comfort FLOW all came from the Faculty of Arts, whereas Tension FLOW was experienced by teachers with a background in social or natural sciences. Finally, I state a series of leadership factors that are useful in supporting the teachers in the process towards greater motivation and FLOW experiences. These are trust, a continuous dialogue with the teachers, setting up new challenges and demands, and a fundamental attitude of self-involvement and visible leadership. Another essential element in offering the teacher good leadership is to analyze the teacher's personality at work measured against 4 predefined archetypes presented in this thesis.
|Educations||Master of Public Governance, (Executive Master Programme) Final Thesis|
|Number of pages||48|