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Example research essay topic: Expectancy Theory Employee Motivation - 1,111 words

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... s sumption that behaviour is externally caused and reinforcers control behaviour. Reinforcers are any consequence immediately following a response that increases the probability that the behaviour will be repeated. In the teaching profession the reinforcers are general intrinsic factors such as, praise from peers, students results in examinations or sometimes even the chance of promotion. Equity theory: The individuals' perception of equity will determine their level of motivation by comparing inputs and referents. A referent is the persons, systems or selves against which individuals compare themselves to assess equity.

Expectancy theory: Victor Vroom's expectancy theory is one of the most comprehensive explanations of motivation. It includes 3 variables: Effort - performance linkage, which is the probability perceived by the individual that exerting a given amount of effort will lead to performance. Performance - reward linkage, the degree to which the individual believes that performing at a particular level will lead to the attainment of a desired outcome. The attractiveness of the reward or the importance of the potential outcome or reward that can be achieved, this considers the goals and needs of the individual. Recent studies have shown fairly conclusive that teachers are motivated more by intrinsic than extrinsic rewards.

Pastor and England (1982) conducted a survey which found that teachers perceive their needs, and measure their job satisfaction by factors such as participation in decision-making, use of valued skills, freedom and independence, challenge, expression of creativity, and opportunity for learning. They concluded that "high internal motivation, work satisfaction and high-quality performance depends on three 'critical psychological states': experienced meaningfulness, responsibility for outcomes, and knowledge of results. Sergiovanni (1980) Likewise found that teachers obtain their greatest satisfaction through a sense of achievement in reaching and affecting students, experiencing recognition and feeling responsible for the students' outcomes. In a survey conducted by Brodinsky and Neill 1983, a majority of school administrators (and teachers) cities 3 policies that effectively improved moral and motivation of their staff.

Firstly, shared governance or participatory management enhances teachers' professional status and their ownership in the planning and operation of the school. Thus, shared governance gives teachers a vested interest in school performance and also promotes harmony amongst teachers and administration. Secondly, inservice education promotes the sharing of ideas and interdependence among teachers. Informal education can include resource sharing or conversations among teachers about professional concerns. Formal education can include workshops and seminars, and either kind of inservice tends to improve instructional techniques and enhance professional self-awareness. Lastly, systematic and supportive evaluation a well-designed system of evaluation, provides teachers with the necessary feedback to assess their own professional growth.

The main purpose of the evaluation should be to provide information to help teachers improve their teaching performance. Theory into Practice: Recommendations for Motivating employees: There are several common areas that can be addressed in motivating employees. Firstly, recognising individual differences is important when considering individual motivation, due to individuals' differences in terms of attitudes, personality and other important individual variables. For example, for individuals with an internal locus of control, the expectancy theory will be the more accurate prediction, because they believe that events of their lives are largely under the influence of their own control. Another factor that can be managed is matching people to jobs, because there is a great deal of evidence showing the motivational benefits of doing so. Principals and administrators should ensure that employees have challenging, specific goals and feedback on how well they are doing in pursuit of these goals.

It is also important to ensure that goals are perceived as attainable, if employees do not have this perception they will reduce their effort towards the goals. The use of rewards is also a significant determining factor in employee motivation. Managers should use their knowledge of employee differences to individuals the rewards over which they have control. And this can be most effectively done through the linking of rewards to performance, as key rewards such as, pay increases and promotions should be given for the attainment of employee's specific goals. Checking the system for equity is valuable, as employees should perceive that rewards or outcomes are equal to the inputs given.

And finally, do not ignore money, the allocation of performance-based wage increases, piecework bonuses and other pay incentives are important in determining employee motivation. The complexities in defining motivation, due to the scope of study, means that no comprehensive definition of motivation exists. However, motivation could be defined as the influencing factors that drive ones-self or others toward accomplishment of goals, needs, or desires. It was shown that there are a number of general factors such as leadership, culture and job satisfaction that will significantly contribute to a teacher's identity with a school, their personal motivation and moral. A comprehensive overview of both content and process theories was explored, by firstly examining the most prevalent process and content theories of Mason and Herzberg, as well as more contemporary theories of McClelland and Vroom. As discussed in the section on teacher motivation, most research points out that teachers are primarily motivated by intrinsic rewards such as self-respect, responsibility, and a sense of accomplishment.

Thus, administrators can boost moral and motivate teachers to excel by means of participatory governance, inservice education and systematic, supportive evaluation. Using this knowledge, the application of theory into practice was addressed and recommendations made on how to improve employees' motivation and specifically teachers' motivation. Recommendations such as, recognising individual differences, matching people to jobs, having challenging specific goals and providing feedback, which all aid the achievement of the overall objective of building strong motivational factors to improve a teachers identity with their school. Bibliography: References: Almost. (1991), Applied Industrial/ Organisational Psychology, Brooks and Cole, California. Bateman, T. S.

and Zeithmal, C. P. (1990), organisational structure, in Bateman and Zeithmal, management: Function and Strategy. Boston: Irwin. Evans, L. (1998). Teacher moral, Job satisfaction and motivation. Paul Chapman publishing: London Game, D.

EDME 552: Educational Administration: Theory and Practice. Course notes 2000 Hatton, N. and Sinclair, K. (1992). "The motivating Role" in Turney, C. , Hatton, N. , Laws, K, . Sinclair, K. and Smith, D. (eds), The school manager. Allen and Urban: North Sydney.

Owen I, G, . (1998). Organizational Behaviour in Education sixth Edition. Allyn and Bacon: Boston Robbin, S. P, and Barnwell, N. (1994).

Organisational Theory in Australia, 2 nd Edition. Prentice Hall, Australia. Robbin, S. P, Bergman, R, and Stagg, I, . (1997) Management. Prentice Hall: Australia Sergiovanni, T. J.

and Carver, F, D (1980). The new school Executive. Harper and Row: New York Vecchio, R. P. , Hearn, G. , and Southerly, G. (1992) Organisational Behaviour: life at work in Australia Sydney: Harcourt Press.


Free research essays on topics related to: employee motivation, specific goals, motivating employees, expectancy theory, prentice hall

Research essay sample on Expectancy Theory Employee Motivation

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