A Phenomenological analysis of the factors influencing the motivational climate experienced by a group of female educational leaders

Abstract

This study explored the experience of female educational leaders in their executive and personal life, identifying what motivates them and what influences their performancerelated goals, well-being, work-life balance and workplace relationships. The motivational climate experienced by these leaders is discussed through the self-determination theory perspective. Six female educational leaders participated in one-to-one semi-structured interviews. Interpretative Phenomenological Analysis was the research methodology adopted due to its idiographic nature. Findings revealed that social perceptions, personal traits, together with personal goals, contributed to their motivational drive. Coping strategies were adopted to safeguard their well-being and motivational drive in stress-related situations. Work-life balance and female multifaceted roles impact progression in leadership roles, while autonomously driven attitudes are interlinked with job engagement. This research proposes an insight into what nurtures and what hinders the motivational climate of female educational leaders, whereby policymakers can provide opportunities for those who aspire to pursue a career in leadership positions.