Investigating what motivates and demotivates heads of state schools

Abstract

This qualitative study aims to explore the experiences that Heads of State Schools (HoSSs) in Malta encounter during their daily work routine and what they encounter unexpectedly. The study investigates the challenges that HoSSs face and which of them motivate or demotivate them. Intrinsic motivation is most accurately described as engaging in an activity for its inherent satisfaction. Thus, an individual motivated by intrinsic factors seeks to become self-reliant in their drive to act (Reiss, 2012). On the other hand, demotivation stems from the job environment, and substantial dissatisfying factors can make the job intolerable (Everard et al., 2004). These dynamics were captured during the research study. Eight participants, all HoSSs, were selected for this research study: four from primary schools, two from middle schools, and two from secondary schools. Data was collected through semi-structured interviews using convenience sampling. Braun and Clarke’s (2013) Thematic Analysis was then employed to analyse the gathered information. The study's findings underscore the ongoing decision-making processes necessary to ensure the efficient operation of schools. Participants highlighted the complexities of managing interactions with diverse stakeholders with distinct opinions and agendas. Additionally, the study investigates the level of support provided to Heads of State Schools. Consequently, the study sheds light on how Heads of State Schools shape their daily emotions and behaviours by examining their understandings, perceptions, and experiences. These elements are crucial in influencing their motivation and job satisfaction while also directly impacting their effectiveness and overall performance.