{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/91387"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/91387","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"An investigation of environmental education instructors: motivations, autonomy, experience, and their influences on student outcomes","abstract":"Environmental education (EE) programming has been found to lead to positive behavioral and attitudinal outcomes in student participants. Among a variety of factors, the characteristics of EE program instructors have been found to play a role in driving these outcomes. This thesis investigates the specific motivators of EE instructors and the links between instructor autonomy, prior experience, and program outcomes. I used a multi-methods approach to investigate these themes and have organized the results between two chapters that are manuscripts intended as separate journal publications. Chapter 2 presents a qualitative study that identifies the salient motivators of EE instructors, as well as organizational practices that affect EE instructor feelings of autonomy, competence, relatedness, and the meaningfulness these instructors feel within their jobs. Chapter 3 presents a quantitative study analyzing the impact of autonomy and prior experience on program outcomes by linking instructor and student participant survey responses from a sample of 166 EE programs performed throughout 57 different organizations across the US. Results led to the following recommendations for EE organizations: (1) promote job enrichment elements for their instructional staff, including the implementing of participatory evaluation processes; (2) encourage instructors to take \"ownership\" of programming, such that they continue to practice and develop competence over time; (3) increase instructor autonomy as they gain further experience.","abstract_html":"Environmental education (EE) programming has been found to lead to positive behavioral and attitudinal outcomes in student participants. Among a variety of factors, the characteristics of EE program instructors have been found to play a role in driving these outcomes. This thesis investigates the specific motivators of EE instructors and the links between instructor autonomy, prior experience, and program outcomes. I used a multi-methods approach to investigate these themes and have organized the results between two chapters that are manuscripts intended as separate journal publications. Chapter 2 presents a qualitative study that identifies the salient motivators of EE instructors, as well as organizational practices that affect EE instructor feelings of autonomy, competence, relatedness, and the meaningfulness these instructors feel within their jobs. Chapter 3 presents a quantitative study analyzing the impact of autonomy and prior experience on program outcomes by linking instructor and student participant survey responses from a sample of 166 EE programs performed throughout 57 different organizations across the US. Results led to the following recommendations for EE organizations: (1) promote job enrichment elements for their instructional staff, including the implementing of participatory evaluation processes; (2) encourage instructors to take "ownership" of programming, such that they continue to practice and develop competence over time; (3) increase instructor autonomy as they gain further experience.","abstract_has_math":false,"creators":["Pratson, Daniel Francis"],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Forestry","degree_department":"Forest Resources and Environmental Conservation","school":null,"contributors":[],"advisors":[],"committee_chairs":["Stern, Marc J."],"committee_members":["Kaufman, Eric K.","Powell, Robert B."],"year":2019,"date_issued":"2019-07-09","date_published":"2019-07-09","updated_at":"2026-07-22T22:18:41Z","subjects":["Environmental education","instructors","motivation","autonomy","prior experience","student outcomes","self-determination theory","motivation-hygiene theory"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:21289"],"render_values":[{"text":"vt_gsexam:21289","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/91387","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Stern, Marc J."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Kaufman, Eric K.","Powell, Robert B."]},{"key":"dc:contributor.department","label":"Department","values":["Forest Resources and Environmental Conservation"]},{"key":"dc:creator","label":"Author","values":["Pratson, Daniel Francis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-07-10T08:01:26Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-07-10T08:01:26Z"]},{"key":"dc:date.issued","label":"Date","values":["2019-07-09"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Forestry"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Environmental education","instructors","motivation","autonomy","prior experience","student outcomes","self-determination theory","motivation-hygiene theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:21289"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/91387"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Environmental education (EE) programming has been found to lead to positive behavioral and attitudinal outcomes in student participants. Among a variety of factors, the characteristics of EE program instructors have been found to play a role in driving these outcomes. This thesis investigates the specific motivators of EE instructors and the links between instructor autonomy, prior experience, and program outcomes. I used a multi-methods approach to investigate these themes and have organized the results between two chapters that are manuscripts intended as separate journal publications. Chapter 2 presents a qualitative study that identifies the salient motivators of EE instructors, as well as organizational practices that affect EE instructor feelings of autonomy, competence, relatedness, and the meaningfulness these instructors feel within their jobs. Chapter 3 presents a quantitative study analyzing the impact of autonomy and prior experience on program outcomes by linking instructor and student participant survey responses from a sample of 166 EE programs performed throughout 57 different organizations across the US. Results led to the following recommendations for EE organizations: (1) promote job enrichment elements for their instructional staff, including the implementing of participatory evaluation processes; (2) encourage instructors to take \"ownership\" of programming, such that they continue to practice and develop competence over time; (3) increase instructor autonomy as they gain further experience."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["Environmental education (EE) programming has been found to lead to positive behavioral and attitudinal outcomes in student participants. Among a variety of factors, the characteristics of EE program instructors have been found to play a role in driving these outcomes. This thesis investigates the specific motivators of EE instructors and the links between instructor autonomy, prior experience, and program outcomes. I used a multi-methods approach, employing semi-structured interviews and surveys to investigate these themes, and have organized the results between two chapters that are manuscripts intended as separate journal publications. Chapter 2 presents a qualitative study that identifies the salient motivators of EE instructors, as well as organizational practices that affect EE instructor feelings of autonomy, competence, relatedness, and the meaningfulness these instructors feel within their jobs. Chapter 3 presents a quantitative study analyzing the impact of autonomy and prior experience on program outcomes by linking instructor and student participant survey responses from a sample of 166 EE programs performed throughout 57 different organizations across the US. Results led to the following recommendations for EE organizations: (1) promote job enrichment elements for their instructional staff, including the implementing of participatory evaluation processes; (2) encourage instructors to take “ownership” of programming, such that they continue to practice and develop competence over time; (3) increase instructor autonomy as they gain further experience. This research provides information to better EE organizational management in the aims of promoting motivated employees and ultimately effective program outcomes."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["An investigation of environmental education instructors: motivations, autonomy, experience, and their influences on student outcomes"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Stern, Marc J."],"dc:contributor.committeemember":["Kaufman, Eric K.","Powell, Robert B."],"dc:contributor.department":["Forest Resources and Environmental Conservation"],"dc:creator":["Pratson, Daniel Francis"],"dc:date.accessioned":["2019-07-10T08:01:26Z"],"dc:date.available":["2019-07-10T08:01:26Z"],"dc:date.issued":["2019-07-09"],"dc:description.abstract":["Environmental education (EE) programming has been found to lead to positive behavioral and attitudinal outcomes in student participants. Among a variety of factors, the characteristics of EE program instructors have been found to play a role in driving these outcomes. This thesis investigates the specific motivators of EE instructors and the links between instructor autonomy, prior experience, and program outcomes. I used a multi-methods approach to investigate these themes and have organized the results between two chapters that are manuscripts intended as separate journal publications. Chapter 2 presents a qualitative study that identifies the salient motivators of EE instructors, as well as organizational practices that affect EE instructor feelings of autonomy, competence, relatedness, and the meaningfulness these instructors feel within their jobs. Chapter 3 presents a quantitative study analyzing the impact of autonomy and prior experience on program outcomes by linking instructor and student participant survey responses from a sample of 166 EE programs performed throughout 57 different organizations across the US. Results led to the following recommendations for EE organizations: (1) promote job enrichment elements for their instructional staff, including the implementing of participatory evaluation processes; (2) encourage instructors to take \"ownership\" of programming, such that they continue to practice and develop competence over time; (3) increase instructor autonomy as they gain further experience."],"dc:description.abstractgeneral":["Environmental education (EE) programming has been found to lead to positive behavioral and attitudinal outcomes in student participants. Among a variety of factors, the characteristics of EE program instructors have been found to play a role in driving these outcomes. This thesis investigates the specific motivators of EE instructors and the links between instructor autonomy, prior experience, and program outcomes. I used a multi-methods approach, employing semi-structured interviews and surveys to investigate these themes, and have organized the results between two chapters that are manuscripts intended as separate journal publications. Chapter 2 presents a qualitative study that identifies the salient motivators of EE instructors, as well as organizational practices that affect EE instructor feelings of autonomy, competence, relatedness, and the meaningfulness these instructors feel within their jobs. Chapter 3 presents a quantitative study analyzing the impact of autonomy and prior experience on program outcomes by linking instructor and student participant survey responses from a sample of 166 EE programs performed throughout 57 different organizations across the US. Results led to the following recommendations for EE organizations: (1) promote job enrichment elements for their instructional staff, including the implementing of participatory evaluation processes; (2) encourage instructors to take “ownership” of programming, such that they continue to practice and develop competence over time; (3) increase instructor autonomy as they gain further experience. 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