Factors That Motivate and Deter Rehabilitation Educators From Participating in Distance Education

Abstract

The major purpose of the study was to conduct exploratory research on the motivational levels of rehabilitation educators whose programs have Comprehensive Service Personnel Development (CSPD; Department of Education grant) grants targeted toward distance education. Additionally, the study attempted to identify whether significant factors existed that would inhibit faculty participation in distance education. There were three research questions to examine: (a) Do distance educators and non–distance educators differ significantly in intrinsic motivational factors? (b) Do distance educators and non–distance educators differ significantly in extrinsic motivational factors? and (c) Do distance educators and non–distance educators differ significantly in inhibiting factors? The results showed that rehabilitation faculty with CSPD grants who are distance educators are more extrinsically motivated (such as increase in salary, monetary support for participation, job security, working conditions, technical support, and requirement by department) than non–distance educators. There were no significant differences in levels between distance educators and non–distance educators that are intrinsically motivated (scholarly pursuit, personal research tool, and job satisfaction). There was no significant difference between distance educators and non–distance educators in inhibiting factors.