Date of Award

Spring 1-2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Shelly Fransen

Second Advisor

Dr. Randy Caffey

Third Advisor

Dr. Jodi Elder

Abstract

This quantitative research study examined the perceptions of ninth through 12th grade leadership students and facilitators, regarding their motivation to project-based learning scenarios. Electronic surveys requesting approximately 180 participants were sent to five school districts from three counties in Central Missouri. A total of 203 participants chose to respond to the survey, Motivation Questionnaire (MQ; Phillips & Gully, 2013), consisting of 15 Likert-scale items and one optional, open-ended question, which was designed using McClelland’s Human Motivation Theory (1987). The results of this study showed there were only minimal differences in the motivation to projectbased learning scenarios between members of multiple or single leadership organizations, various National and Central Missouri leadership organizations, and adult leadership facilitators, versus students of high school leadership organizations. A majority of high school leadership organizations were significantly motivated by achievement motives, followed by power motives, and essentially lacked affiliation motives. Leadership facilitators displayed negligible higher achievement motives than students of leadership organizations. Leadership organizations with a hierarchal structure displayed members more motivated by power than organizations without hierarchal structures. Last, individuals involved in multiple leadership organizations also displayed more power motives than those in one leadership organization. The lack of leadership curriculum, training, and assessments to determine individual student motivations in leadership organizations were considered the top deficiencies in identifying and reaching higher motivation.

Rights

Copyright 2021

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