The purpose of this paper is to explore the role of an educational leader in the 21st century and the process of sustaining self-motivation through different professorship levels: adjunct, assistant professor, associate professor, professor. Several researches have focused on determining the factors that contribute to self-motivation, but little is known if the impact of self-motivation through the different levels of professorships can ensure long-term success as an educational leader to ensure a rise to success in different levels of academia. There is limited research on self-motivation and whether it’s a defining or critical factor for professional growth. This paper will focus on the specific strategies to implement to increase levels of self-motivation while addressing the challenges 21st century educational leaders may face. This paper will introduce the importance of self-motivation as a characteristic in the 21st century, methods on increasing self-motivation, and the importance of sustaining resiliency. This research will employ qualitative in-depth interviews. Forty interviews from professors with different professorships at U.S. universities will be conducted, recorded, transcribed, and analyzed. This research will provide data from which specific recommendations may be drawn offering strategies for educational leaders and higher education to learn how to and sustain self-motivation to effectively overcome challenges while increasing their potential for academia growth.
Leadership, Educational leader, Self-motivation, Challenges, Resiliency