A Phenomenological Study on Motivational Factors Toward the Longevity of Christian School Teachers

The purpose of this transcendental phenomenological study was to describe factors that influenced the motivation of teachers toward longevity in Christian schools located in the Southeast region of the United States. This study attempted to answer the following research question: What do Christian school teachers perceive as motivational factors toward longevity in a Christian school? The theory that guided this study was London’s (1983) career motivation theory as it relates to what motivated teachers to teach long-term in a Christian school. Findings from this study provided a description of what Christian school teachers perceive as motivating factors toward longevity in a Christian school. The primary source of data collection was in-depth interviews with 12 participants, in addition to a questionnaire and a focus group interview. Using Moustakas’s (1994) method of data analysis, collected information was coded and described to give a rich description of what teachers perceive as motivational factors toward longevity in Christian schools. Factors that contributed to the motivation of Christian school teachers toward longevity in a Christian school are: spiritual impact, calling, love of teaching, student interaction, and school support