ABSTRACT
There is a need to focus intently on motivation given the backlash surrounding highstakes teacher evaluation systems that weigh heavily the results of student performance (Firestone, 2014; Harris, Ingle, & Rutledge, 2014; Yariv, 2009), merit pay and performance pay systems (Finnigan & Gross, 2007; Kelley, Heneman, & Milanowski, 2002), and other vestiges associated with No Child Left Behind , the waivers and Race to the Top, and curricula that mandate that teachers change their practices (Schieb & Karabenick, 2011).
