Keywords

Self Determination Theory, Full Range Leadership Model

Subject Categories

Educational Leadership | Educational Psychology | Science and Mathematics Education

Abstract

A report by the National Academies of Sciences, Engineering, and Medicine, determined that 69% of U.S. elementary teachers are not prepared to teach science, especially in the areas of earth/space and physical sciences. As a result, some elementary teachers avoid teaching science. School administrators play a key role in providing a supportive environment to inspire and motivate elementary science teachers. For this reason, the study utilized the Self-Determination Theory (SDT), to examine three types of school leadership styles (Transformational, Transactional, and Laissez-Faire) and how they impact the intrinsic motivation for elementary science teachers in three areas including autonomy, competency, and self-relatedness. In this explanatory, mixed methods study, a customized version of The Multifactor Leadership Self and Rater forms were used on the Mind Garden Transform Platform. The sample size consisted of elementary school administrators (n = 6) and elementary science teachers (n = 17). Quantitative responses from the MLQ Self and Rater questionnaires were analyzed using SPSS while qualitative, open ended responses were analyzed using NVivo. Findings from the Pearson r correlation and Spearman rho correlation tests showed that there was no statistically significant relationship between school leaders’ perceived leadership styles and teachers’ satisfaction of psychological needs for autonomy, competence, and relatedness. A positive relationship was found between teachers’ fulfillment of their own autonomy and competence as well as their own competence and relatedness. A significant negative relationship was found between elementary science teachers perceived school leaders’ transactional leadership style and their own autonomy. The qualitative results identified three primary leadership practices that can support elementary teachers’ intrinsic motivation to teach effective science including: visibility, accessibility, and relational leadership. Recommendations were made for further research examining the relationship between school leaders’ leadership styles, school type (Title I versus non-Title I), and their impact on student academic achievement.

Keywords: Self Determination Theory, Full Range Leadership Model, Transformational, Transactional, Laissez-Faire, Autonomy, Competence, Relatedness, Intrinsic Motivation

Completion Date

2026

Semester

Summer

Committee Chair

Walker, Larry J.

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership EdD

Format

PDF

Document Type

Dissertation

Language

English

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