Hannah Lockhart after being inducting into the teaching program at the University of Arkansas.

Author: Hannah Lockhart | Major: Childhood Education | Semester: Spring 2025

Hannah Lockhart, College of Education and Health Professions, Childhood
Education with a Reading Concentration. Faculty mentor: Angela Elsass, Department of
Curriculum and Instruction. Semester of Research: Spring 2025. Future plans: Graduate
with a bachelor’s in 2026 and a Master of Arts in Teaching Childhood Education in 2027
to become an elementary school teacher in Arkansas.
In Spring 2025, I began a research study titled Motivational Systems in Education
that Encourage Academic Achievement and Student Leadership. This study investigates
how school principals and classroom teachers in Arkansas perceive the impact of
motivational systems on student achievement and leadership development in K–12 public
schools. The goal of my research is to gather actionable insights that can be used to
recommend effective motivational strategies for schools and guide future professional
development training. Motivation in the classroom is a critical driver of student success,
and my research seeks to highlight systems that not only enhance academic performance
but also promote students’ sense of ownership and leadership.
My interest in this topic was sparked after exploring the innovative educational practices
of Ron Clark and the Ron Clark Academy in Atlanta, Georgia. Ron Clark is an awardwinning
educator and the founder of the Academy, known for its high-energy approach to
learning and its unique house system—a motivational structure that fosters teamwork,
academic success, and student leadership. I was particularly inspired by how this system
has already been adopted by several schools in Arkansas and wanted to investigate its
broader impact and potential.
Through this research, I’ve learned that motivational systems are not just nice additions
to a school’s culture—they are vital tools that shape student behavior, engagement, and
long-term success. While reviewing literature on motivation in education, I found
significant evidence supporting the benefits of such systems. However, I also discovered
a noticeable gap: there is limited recent research that evaluates the effectiveness of
specific motivational models in public schools today, particularly from the perspectives
of the educators who implement them. This lack of up-to-date data has presented one of
the greatest challenges in my work, as it makes it difficult to compare systems or develop
best practices based on current needs.
Despite this challenge, I’ve already begun to gather meaningful data from survey
responses submitted by Arkansas educators. One of the most powerful insights so far is
the sentiment expressed by many teachers: motivational systems often work best for
students who already feel a sense of belonging or investment in society, while those who
feel left out are harder to reach. This highlights a pressing need for inclusive motivational
strategies that resonate with all students, not just the high achievers or socially connected.
These findings have strengthened my resolve to continue this work—not just as a
researcher, but as a future educator who wants every student to feel seen, valued, and
inspired.
This experience has been incredibly eye-opening on a personal level. I’ve realized that
my desire to better understand these systems stems from my own commitment to
becoming a more effective and empathetic teacher. Researching motivation has deepened
my understanding of the importance of consistency, structure, and emotional investment
in the classroom. I now see this project not just as an academic exercise, but as a stepping
stone in my own development as an educator and advocate for students in Arkansas.
I could not have made this progress without the guidance of my faculty mentor, Angela
Elsass. She has been a vital part of every step of the process—from helping refine my
research questions to facilitating connections with professionals in the field. Her
mentorship, encouragement, and detailed feedback have made this experience both
manageable and rewarding. I’m also grateful to the educational cooperatives in Arkansas
that have supported my study by helping distribute my surveys to educators across the
state. Their collaboration has been essential in expanding the reach and depth of my data
collection.
While I have not yet traveled for this project, that will soon change. Thanks to SURF
funding, I will be traveling next semester to Atlanta, Georgia, to visit the Ron Clark
Academy in person. We’ve been granted the exciting opportunity to interview Ron Clark
himself, which will be a pivotal moment in my research. This visit will allow me to
observe the house system in action and gain direct insights into its structure,
implementation, and outcomes—knowledge that I hope to bring back to Arkansas and
share with fellow educators.
Looking ahead, I plan to graduate with my bachelor’s degree in 2026 and complete my
Master of Arts in Teaching by 2027. My ultimate goal is to become a classroom teacher
in Arkansas, where I can apply what I’ve learned through this research to create a
classroom culture that empowers students to lead, achieve, and believe in themselves. I’m
excited to continue exploring how thoughtful, inclusive motivational systems can
transform schools—and lives.