Date of Award
Doctor of Education in Teacher Leadership (Ed.D)
Dr. Rachel Gaines
First Committee Member
Dr. Tamela Thomas
Second Committee Member
Dr. Laurie Dias
Third Committee Member
Dr. Adrian Epps
Middle school students often lack the motivation to read, and middle school reading teachers often complain of this lack of motivation. Students’ lack of motivation to read seriously affects students’ ability to achieve in their academic classes at the secondary level. This study was based on surveys and interviews from 310 middle school students and their six ELA teachers to explore the relationship between teacher and student motivation to read at the middle school level as well as surveying how do teachers and students at the middle school level describe their motivation to read. Based on the relationship between teacher and student motivation to read and the descriptions of their motivation, how does teacher motivation to read affect student motivation to read?
The results of the quantitative study were statistically significant and revealed a weak relationship between teacher motivation and student motivation. The results of the interviews revealed that teachers motivate their students to read by guiding them to literature that interests them and reading aloud or helping them comprehend texts. Qualitative data suggests that teacher leaders who continue professional learning are more effective at motivating students than those who do not. These findings can help those who strive to meet the evolving educational needs of teachers and students in the 21st century classroom.
Shuman, Clarice K., "Exploring the Effects of Teachers' Motivation to Read on Students' Motivation to Read" (2022). Doctor of Education in Teacher Leadership Dissertations. 59.