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Motives and success factors in co-teaching relationships: a qualitative case study

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dc.contributor.authorHammel, Samuel "Kelley", author
dc.contributor.authorSebald, Ann, advisor
dc.contributor.authorChavez, Ernie, committee member
dc.contributor.authorChermack, Tom, committee member
dc.contributor.authorMakela, Carole, committee member
dc.date.accessioned2022-01-07T11:30:19Z
dc.date.available2022-01-07T11:30:19Z
dc.date.issued2021
dc.description.abstractThe purposes of this research were to understand what factors contributed to the success of highly rated co-teaching experiences and understanding to what extent those success factors are related to measured human motive constructs within the context of the acquired needs theory of motivation. The purpose included understanding the motives and success factors within the context of the global Covid-19 pandemic. To achieve these overall objectives, the following research questions guided this study: 1. What do the Teacher Candidate (TC) and Mentor Teacher (MT) believe are the top five reasons why this specific co-teaching experience was successful (Success Factors)? 2. Are there any common Success Factors among the MT/TC teams studied? 3. Are any of the Success Factors related to the three motivation constructs being studied, being the affiliation motive, achievement motive, and power motive of the TC or MT? 4. What do the TC and MT believe about how their own measured motives contributed to the success of the co-teaching experience? 5. What do the TC and MT believe about how the Covid-19 pandemic impacted the success of the co-teaching experience? Four co-teaching teams from four different northern Colorado elementary schools were selected for a total of seven individuals (four teacher candidates and three mentor teachers). All seven participants were interviewed after completing thematic apperception tests measuring the relative strength of the achievement, affiliation, and power motives of each individual. Themes emerging from the data included: (1) the importance of relationship and communication in co-teaching teams, (2) the importance of resourceful power in co-teaching teams, and (3) the importance of co-teaching during the pandemic or other emergencies. Recommendations for teacher educators and school administrators are provided based on each of these emergent themes. Given the findings, this study recommends further investigation of complementary motive patterns of successful co-teaching teams and the presence or absence of resourceful power within successful co-teaching teams.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierHammel_colostate_0053A_16848.pdf
dc.identifier.urihttps://hdl.handle.net/10217/234256
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectaffiliation
dc.subjectmotivation
dc.subjectpower
dc.subjectco-teaching
dc.subjectachievement
dc.subjectorganization
dc.titleMotives and success factors in co-teaching relationships: a qualitative case study
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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