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Students were surveyed at program end with quantitative evaluations of programmatic and advising issues and follow-up qualitative responses. Responses from 31 completers (27 returned) indicated motivation was largely extrinsic, tied to time and program length, with satisfaction centered on course expectations, workload, organization, and communication access. Action research was viewed as a strength and a target for improvement, informing teacher development and distance education enhancement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-factors-influence-motivation-for-graduate-education-research-study-on-teacher-motivation-in-online-masters-programs/600026/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-factors-influence-motivation-for-graduate-education-research-study-on-teacher-motivation-in-online-masters-programs/600026.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main research question of the study?","Question",{"text":112,"@type":113},"The study investigated what factors influence motivation for teachers to pursue an online master’s degree in education in a context where advanced-degree pay was not provided.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants surveyed and how many responses were received?",{"text":117,"@type":113},"Program completers received the MAED Graduate Program Survey during their last graduate course; 27 of 31 completers responded (87%). 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Zugelder, James Madison University Louis L. Warren, East Carolina University & Mark L’Esperance, James Madison University  \nAbstract  \nThis mixed-methods study, as part of program quality enhancement, investigated motivating factors ofteachers choosing enrollment in an online master’s degree in education in a state where legislative funding does not provide advanced degree pay. Students were surveyed at the conclusion of their program using a quantitative evaluation ofprogrammatic and advising-related issues with follow-up qualitative responses indicating motivation for pursuit of the degree. There were 31 program completers who received the MAED Graduate Program Survey during their last graduate course, with 27 (87%) responses. Qualitative responses confirmed that motivating factors for pursuing a master’s degree were mostly due to extrinsic reasons pertaining to the time and length of the program. Overall programmatic satisfaction was indicated, especially pertaining to programmatic factors such as course expectations, workload, course organization, and accessible communication between faculty and students. Additional satisfaction related to advising-related communication and access to resources and tools. While the program’s cumulative action research project was noted as a strength in student responses, it was also a theme in suggesting improvement, such as more information about the project and support for research methodology. Findings have implications for teacher motivation, teacher development, and enhancement of distance education formats.  \nKeywords: Teacher motivation, teacher development, distance education, teacher leadership, teacher education.  \nIntroduction  \nWhile many states in the Northeast require teachers to earn a master’s degree for licensure, southern states continue to devalue advanced degrees, eliminating increased pay for teachers earning a master’s degree or higher. When the United States’ economy declined in 2008, many boards of education faced decreased monetary resources, school closures, and a downward change in demand for teachers. Consequently, policy makers began looking at teacher pay as one solution to correct a financial crisis.  \nIn 2011, Harris and Sass studied the effects of teachers with master’s degrees and the achievement of their students. Across 11 different studies, mostly of elementary teachers, there  \nwas limited evidence of statistical significance that teachers with master’s degrees improved student achievement. Conversely, some studies demonstrated negative significance. These findings added to the research conducted by Campbell and Lopez (2008) who found no indication that teachers with advanced degrees improved student outcomes.  \nFormer US Secretary of Education Arne Duncan declared in 2010 that districts across the country spent nearly $8 billion annually on compensating teachers with master’s degrees with little evidence that having an advanced degree made a difference in student achievement (Kiley, 2013) . This national attention posed a serious dilemma for graduate teacher education programs, who have long counted on teacher pay increases as a major incentive to recruit potential students.  \nContext of the Study  \nThis study was conducted at a large public research university in North Carolina. Withinadequate evidence that teachers with advanced degrees improved student achievement, many southern states quickly abolished pay increases for teachers with advanced degrees. In North Carolina especially, the General Assembly moved to eliminate master’s level teacher pay, providing no monetary incentive for teachers to continue their advanced education. A guaranteed 10 % raise was no longer possible (Kiley, 2013) . The state, however, still compensates teachers with a 12 % salary increase for earning National Board certification. North Caro","cbCaiedb9Ofmtb6a","https://ap.wps.com/l/cbCaiedb9Ofmtb6a","pdf",290440,17,"English","# Introduction\n## Context of the Study","[{\"question\":\"What was the main research question of the study?\",\"answer\":\"The study investigated what factors influence motivation for teachers to pursue an online master’s degree in education in a context where advanced-degree pay was not provided.\"},{\"question\":\"How were participants surveyed and how many responses were received?\",\"answer\":\"Program completers received the MAED Graduate Program Survey during their last graduate course; 27 of 31 completers responded (87%). The study combined quantitative evaluation with qualitative follow-up responses.\"},{\"question\":\"What motivating factors and satisfaction areas were most emphasized in the findings?\",\"answer\":\"Motivating factors were mostly extrinsic, related to program time and length. Satisfaction was especially linked to course expectations, workload, course organization, and accessible communication, with additional satisfaction involving advising communication and resource/tool access.\"}]","What Factors Influence Motivation for Graduate Education - Research study on teacher motivation in online master’s programs | PDF",1792089889,43]