Transcribed Credit Teachers’ Motivation to Comply to Higher Learning Commission Guidelines in Northeast Wisconsin

Abstract

The Higher Learning Commission’s (HLC) pronouncement in 2015 that it would enforce accreditation standards for all teachers that deliver dual enrollment courses forced a reevaluation of the historical delivery model of dual enrollment courses within the State of Wisconsin. This mixed-method study used a survey and an interview to examine the decision-making process and motivations of 66 high school teachers that had earned a master’s degree but were non-compliant with HLC guidelines for accreditation in Northeast Wisconsin Technical College’s (NWTC) district. Data was first captured through a quantitative pre-survey, then used to identify ten respondents to participate in a virtual, qualitative semi-structured interview. The data reflected that the number of earned master’s degree credits needed to meet the accreditation standards influenced both the decision-making process and the motivation of those interviewed. The researcher’s assessment of motivation was based on Ryan and Deci’s (2000) self-determination theory (SDT) model. For those teacher’s that chose not to pursue the HLC credential, time, access and applicability of courses, and financial resources were the stated barriers to seeking their master’s degree. The data analysis led to a recommendation for a coordinated effort by a cross-functional team of constituents – K-12, Technical Colleges, Universities and State Legislators/State Agencies – to develop, implement and communicate a collaborative and cohesive plan to address the teacher’s obstacles and build momentum for pursuing HLC credentials.