| With the increase in teacher attrition, there needs to be an understanding on what has been previously reported in scholarly research on what motives led to teacher satisfaction. The purpose of this qualitative historical analysis using content analysis study was to address the gap in the existing literature of the reported intrinsic and extrinsic motivators that led to teacher satisfaction. It was not known what intrinsic and extrinsic motivators were reported in scholarly literature that led to teacher satisfaction. Maslow's hierarchy of basic needs was the theoretical foundations to this study. The research questions that guided this study sought to answer which were the intrinsic or extrinsic, or both, motivators were reported in scholarly research from 2010 to 2016. A researcher-designed, deductive data analysis plan was used. Categories associated with the theme of intrinsic motivation were: professional enhancement and self-fulfillment. Categories associated with extrinsic motivation were scheduling, financial security, relationships with principal, school climate, resources, recognition and course or grade assignment. Because of this study, administrators and teachers are aware of some intrinsic and extrinsic motivators that led to teacher job satisfaction between 2010 and 2016. More research is recommended. |
