Term of Award
Doctor of Education
Document Type and Release Option
Dissertation (open access)
Kenneth M. Matthews
Committee Member 1
Committee Member 2
One purpose of this study was to establish Georgia norms for the Teacher Motivation Diagnostic Questionnaire (TMDQ), an instrument designed to assess four specific aspects of teacher motivation. The four aspects included (a) Principal Expectations, the beliefs teachers have about how much principals value student achievement, (b) Future Utility, how much teachers believe improvement in student achievement would benefit them, (c) Self-Concept of Ability, how much confidence teachers have that they can improve student achievement, and (d) Attitude Toward Principal, the attitudes teachers have about the principal. Another purpose of the study was to determine if there were statistically significant differences in the means of the Georgia sample and the means of a national sample. Two mailings were used for collecting data. For the first mailing questionnaires were sent to 200 randomly selected public elementary and secondary schools in Georgia. At the request of the principal, teachers in each school were asked to complete the questionnaire, as well as some background questions. A second mailing utilized the same procedures. Raw score data were converted into normative scores, which included means, standard deviations, percentile ranks, and z scores. A multivariate analysis of variance (MANOVA) was used to determine if a statistically significant difference existed. Results revealed that in all four aspects of teacher motivation as measured by the TMDQ, the means of the Georgia sample were statistically significantly higher than the national sample.
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Norton, Nancy Bland, "Georgia Norms for the Teacher Motivation Diagnostic Questionnaire" (1992). Legacy ETDs. 472.