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Motivation is a complex and diverse topic, as it applies to such a broad field of studies. This paper explores how a teacher builds an identity with a school through strong motivational factors, by first discussing the concept of motivation and offering some basic definitions. Then, it will cover some general topics that will effect teachers' identity with a school and look at the theoretical concepts that relate to motivation, especially the motivational theories of Maslow and Herzberg. Finally, it will explore a range of contemporary motivational theories and how these can apply to motivating teachers. Since, it is important that the theory can be applied to practise, some recommendations will be made on how to best motivate employees, specifically teachers. Motivation is a topic that relates to every organisation, every leader / manager and every individual in their desire to accomplish different goals, therefore, there exists many definitions of motivation.
Robbins, Bergman and Stagg, (1977, 533) in Management, define motivation as "The willingness to exert high levels of effort to reach organisational goals, conditioned by the effort's ability to satisfy some individual need." Game (2000) defines motivation simply as "getting the best out of people." There area number of general factors to be discussed when examining the topic of teacher motivation and how they can develop and identity with a school, such as leadership, culture and job satisfaction. Leadership is one of the most important factors that will determine a teacher's identity with a school. This becomes evident when examining a quote by Evan (1998, 188), "Whether it was the extent to which it enabled or constrained teachers, created and fostered school professional climates that were compatible with teacher's ideals or engaged their commitment and enthusiasm, the leadership effected by their headteachers was clearly a key determinant of how teachers felt about their jobs." Also, teachers will identify more with their school if the leadership can 'engage with followers' "in seeking to achieve not only the goals of the leader but also significant goals of the followers" (Owen, 1998, 205). The level to which the leader or principal is willing to empower their subordinates in relevant school issues and decision- making will have a vast impact on the teachers personal motivation, especially if the empowerment is through real structures and process that share authority amongst the staff. Culture can be defined as "A system of shared meaning within an organisation which determines in large degree, how employees act" (Robbins et al, 1998, 83). The culture of the school can have vast implications with a teacher's identity with the school.
Ownes (1998) highlights some of the important features of culture that are relative to the motivation of teachers, such as, norms that inform teachers of acceptable behaviour; the dominant values which the school holds and strives for; the basic assumptions and beliefs that are shared by members of staff; the rules that must be observed if ones is to get along and be accepted as a member, and the philosophy that guides the organisation in dealing with staff, students and the community. All these factors of culture will directly affect the teacher's identity with the school and impact of their personal motivation and sense of belonging. Job satisfaction is very important to the teachers identity with a school and associated motivation. Although some authors see the casual relationship between job satisfaction and productivity as being unclear and / or insignificant, Almost (1991) concluded that job satisfaction does indeed led to increases in performance, even though the magnitude of the relationship may not be great.
A teacher that has a high level of job satisfaction is likely to have a strong identity with their school. Therefore, it is important for principals and administrators to understand factors contributing to job satisfaction in order to gain maximum productivity and employee motivation. There a many differing theories and concepts of motivation, but because motivation is psychological complex, no general and comprehensive theory exists. The foundation of such a theory, however, has taken shape from the writings of influential theorists such as Abraham Maslow (1970) who focuses on the needs hierarchy of employees and Frederick Herzberg (1964) who focuses on the intrinsic and extrinsic factors that effect motivation. Lastly, contemporary theories such as David McClelland's learned needs theory, and process theories such as: goal setting theory, reinforcement theory, equity theory, and Victor Vrooms' expectancy theory. Maslow's hierarchy of needs (1954) is one of the best-known and influential motivation theories.
It was based on the belief that goals or needs underpin personal motivation (by being the fundamental source of all desires). And that everyone seeks to satisfy two basic levels of needs: Lower level needs - physiological, security, and the need for love and belonging. And Higher level needs - Esteem of both self and others, and self-actualization or achieving one's full potential. Maslow's hierarchy of needs states that we must satisfy each need in turn, starting with the first, which deals with the most obvious needs for survival itself. Only when the lower order needs of physical and emotional well-being are satisfied are we concerned with the higher order needs of influence and personal development. Conversely, if the things that satisfy our lower order needs are swept away, we are no longer concerned about the maintenance of our higher order needs.
Herzberg's Motivation-Hygiene Theory Herzberg (1959) constructed a two-dimensional paradigm of factors affecting people's attitudes about work. He concluded that such factors as company policy, supervision, interpersonal relations, working conditions, and salary are hygiene factors rather than motivators. According to the theory, the absence of hygiene factors can create job dissatisfaction, but their presence does not motivate or create satisfaction. In contrast, he determined from the data that the motivators were elements that enriched a person's job.
He found five factors in particular that were strong determinants of job satisfaction: achievement, recognition, the work itself, responsibility, and advancement. These motivators (satisfiers) were associated with long-term positive effects in job performance while the hygiene factors (dissatisfied) consistently produced only short-term changes in job attitudes and performance, which quickly fell back to its previous level. According to several authorities, the proper approach to motivation lies in a careful distinction between Extrinsic and Intrinsic Rewards. McClelland's learned needs theory, identifies four specific needs: the need for achievement, the need for power, the need for affiliation and the need for autonomy. "These needs McClelland contends, become personal predispositions that influence individuals' perspectives on, and attitudes towards, work and, in doing so, orientate them towards certain goals" (Evan, 98, 37). Educational administrators need an understanding of these needs in order to crate an appropriate to best satisfy their staff. Goal setting theory: process of improving individual or group job performance with formally stated objectives, deadlines, or quality standards.
Based on the belief that intention to work toward a goal is a major source of job motivation. Therefore, teachers need to understand the goals/ vision of the school as well as develop and evaluate their personal goals Reinforcement theory: This relies on the a...
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Research essay sample on Goal Setting Theory Maslow Hierarchy
