64 TOPIC 4 LEADERSHIP AND MOTIVATION

Topic 4

Kepimpinan dan motivasi

LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Define what is motivation;
2. Compare the content motivation theories proposed by Maslow, McClleland and
Alderg;
3. Compare the process motivation theories proposed by Vroom and Locke;
4. Identify how the theories explain the leader motivating employees in an
organisation ; and
5. List the methods educational leaders use to motivate their staff.

PENGENALAN
Mengapa anda lakukan Sarjana pendidikan? Mungkin dengan Ijazah masters anda akan dapat
untuk kuliah di sebuah kolej atau meningkatkan peluang anda untuk promosi atau semata-mata
untuk mengetahui lebih lanjut mengenai pendidikan. Sesungguhnya anda sebab anda sendiri dan
berminat untuk mengambil kursus-kursus ke arah mendapatkan Ijazah masters. Kadar faedah
adalah satu motivasi penting bagi pelajar. Begitu juga keinginan untuk belajar. Walau
bagaimanapun, minat dan keinginan adalah penting, tetapi mereka mungkin tidak cukup. Berfikir
tentang analogi ini.

.
Di garaj anda diletakkan kuat bergaya kereta dengan bahan api mencukupi, baru set tayar dan
dilengkapi dengan sistem Tempahan stereofonik. Kereta mempunyai potensi yang luar biasa dan
tetapi sehingga anda duduk di kerusi drivers dan mula pencucuhan yang, kereta tidak berfungsi.

Y Es, kunci adalah motivasi. Apabila ia datang kepada motivasi, mengetahui (bahawa anda
mempunyai sebuah kereta sport yang kuat) adalah tidak penting kerana melakukan (bermula dan
memandu ia). Begitu juga, dalam belajar untuk kursus ini, anda mungkin mempunyai kebijaksanaan,
pengetahuan, kemahiran belajar dan kemahiran pengurusan masa, tetapi jika anda tidak
mempunyai motivasi atau keinginan untuk belajar, anda tidak akan mendapatkan jauh.
4.1 APAKAH ITU MOTIVASI?

65 TOPIC 4 LEADERSHIP AND MOTIVATION

Motivasi merupakan satu konsep yang sukar untuk menganalisis kerana banyak faktor lain yang
mempengaruhi kecenderungan untuk bertindak. Banyak faktor menentukan sama ada pekerja
(misalnya guru-guru) dalam organisasi anda (contoh: sekolah) akan bermotivasi atau tidak
bermotivasi untuk bekerja. Secara umumnya, motivasi boleh ditakrifkan sebagai satu keadaan
dalaman atau keadaan yang mendapat tingkah laku anda bermula dan lebih penting lagi ia akan
terus. Motivasi adalah penting kerana ia memberi kesan kepada tahap rangsangan anda (dalam
intensiti atau semangat yang anda akan meneruskan sesuatu), pilihan (antara alternatif yang anda
akan Pilih), tahap prestasi (jumlah usaha anda akan dimasukkan ke dalam kerja anda), pengekalan
(sama ada anda akan terus bekerja walaupun rintangan atau hanya berputus asa). Motivasi
menjejaskan keadaan emosi anda dalam menentukan sama ada anda memperoleh pengalaman
yang positif dan kepuasan seperti apabila kebanyakan para pelajar yang dapat menyelesaikan
masalah matematik yang diberikan, tetapi Bilakah anda menghadapi negatif pengalaman apabila
melakukan sesuatu tugas (contohnya tutor anda tidak dapat membuat anda memahami apa yang
dia mengajar) anda akan menjadi demotivated jika keadaan negatif ini berterusan.

4. 2 KEPIMPINAN DAN MOTIVASI

Kerja daripada peneraju pendidikan sama ada ia menjadi sekolah, kolej, Universiti latihan organisasi
adalah untuk mendapatkan perkara-perkara yang dibuat melalui atau pekerja atau kakitangan.
Dalam erti kata lain, pemimpin harus mampu mendorong beliau pekerja atau kakitangan. Mengapa
kita perlu bermotivasi? Jawapannya ialah ikhtiar hidup. Pekerja yang bermotivasi akan diperlukan di
mana-mana institusi pendidikan. Pekerja yang bermotivasi adalah lebih produktif dan lebih kreatif.
Untuk berkesan, pemimpin perlu memahami apa mendorong pekerja-pekerja dalam konteks
peranan yang mereka lakukan. Semua fungsi pemimpin melaksanakan, motivasi pekerja adalah
boleh dikatakan paling kompleks. Ini adalah kerana, pada bahagian, hakikat bahawa apa
mendorong pekerja, perubahan sentiasa. Sebagai contoh, kajian menunjukkan bahawa apabila
pekerja pendapatan meningkat, wang menjadi kurang motivasi (Kovach, 1987). Selain itu, sebagai
pekerja mendapat lebih tua, menarik kerja menjadi lebih daripada penggerak.
Tetapi, motivasi pekerja lebih mudah berkata daripada dilakukan! Walaupun banyak kajian dan teoriteori motivasi berhubung, subjek motivasi tidak jelas difahami dan dalam banyak contoh buruk yang
diamalkan. Ia telah dicadangkan bahawa untuk memahami motivasi anda perlu memahami seluruh
sifat manusia. Jelas sekali, ini akan menimbulkan masalah seperti sifat manusia atau tingkah-laku
manusia boleh lagi sangat kompleks dan sangat mudah juga. Walaupun kesukaran ini, ahli psikologi
dan pakar-pakar pengurusan telah cuba untuk mengkaji tingkah laku dan motivasi dikaji dengan
agak terperinci.
Sesungguhnya anda tahu pepatah lama yang mengatakan bahawa anda boleh membawa Kuda ke
kolam takungan air tetapi anda tidak boleh memaksanya untuk minum, melainkan sudah tentu ia
tidak dahaga. Begitu juga dengan orang, mereka akan melakukan apa yang mereka hendak lakukan
jika mereka bermotivasi. Sebagai contoh, guru-guru di sekolah anda akan mengajar kelas tambahan
pada hari Sabtu jika mereka bermotivasi untuk berbuat demikian, sama ada dengan sendirinya atau
melalui beberapa rangsangan Luaran.
4.3 TEORI-TEORI MOTIVASI
Anda tidak perlu terkejut untuk mengetahui bahawa tiada satu tafsiran teori motivasi menjelaskan
semua aspek pekerja atau kakitangan faedah atau memberitahu keluarganya. Tafsiran teori berbeza
menumpahkan cahaya, walaupun, atas sebab-sebab tertentu mengapa beberapa pekerja dalam
keadaan tertentu akan lebih cenderung untuk bekerja daripada yang lain. Terdapat kelebihan
daripada pemeriksaan tafsiran teori ini kerana mereka boleh dijadikan asas untuk membangunkan
kaedah dan teknik untuk memotivasi pekerja atau kakitangan di institusi anda. Lets
membincangkan beberapa teori-teori ini.

4.3.1 McClellands Motivation Theory

David Clarence McClelland, who taught in many universities until his death in 1998,
spent his time studying motivation. He pioneered research into motivation in the

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LEADERSHIP AND MOTIVATION 66

workplace and developed theoretical interpretations of the phenomenon. His ideas have
since been widely adopted in many organisations and he is most noted for his Motivation
Theory described in his 1988 book, Human Motivation. What motivates a person to do
something? According to the model, a person is motivated to do something because of a
desire or need for achievement, authority or affiliation or a combination of the three
characteristics (see Figure 4.1).

Achievement
Motivation (n-ach)

Authority/Power
Motivation (n-pow)

Affiliation
Motivation (n-affil)
Figure 4.1: McCllelands motivation theory (1988)

Achievement Motivation (represented by n-ach) includes persons who are driven by

the need or desire to achieve, attain realistic but challenging goals, and advance in their
job. Such persons need constant feedback on their achievement and progress to determine
whether they have achieved accomplished their goals.
Authority / Power Motivation (represented by n-pow) includes persons who are driven
by the need or desire to be influential, effective and to make an impact. They have a
strong desire or need to lead so that ideas can be introduced and implemented. There is
also a desire to increase their personal status and prestige in the group.
Affiliation Motivation (represented by n-affil) includes persons who are driven by the
need or desire for friendly relationships and are motivated towards interaction with other
people. The affiliation driver produces motivation and need to be liked and popular in the
group.
McClelland further elaborates that in reality people possess and are driven by a
combination or mix of these three types of motivation. These combination or mix in
motivational needs affects a persons behaviour and working style. McClelland was most

67 TOPIC 4 LEADERSHIP AND MOTIVATION

interested in achievement motivation and suggested other characteristics and attitudes of
achievement-motivated people:
(a)
(b)
(c)
(d)

Achievement is more important than material or financial reward.

Achieving the aim or task gives greater personal satisfaction than receiving praise
or recognition.
Financial reward is regarded as a measurement of success, not an end in itself.
Security is not prime motivator, nor is status.

(e)

Feedback is essential, because it enables measurement of success, not for reasons

of praise or recognition (the implication here is that feedback must be reliable,
quantifiable and factual).

(f)

Achievement-motivated people constantly seek improvements and ways of doing

things better.
[Source: Alan Chapman, 1995. David McCllelands Motivational Needs Theory.
www.businessballs.com/davidmcclleland.htm]

ACTIVITY 4.1
(i)

A leader with a strong n-affil may be less objective and affect

decision making because of his or her need to belong and be
liked by subordinates.

(ii)

A leader with strong n-pow may produce a committed work

force but there is the possibility that he or she may lack
flexibility and people-centred skills.

(iii) A strong n-ach leader may make a good leader but he or she
may demand too much of employees believing that they are all
equally achievement oriented and results driven, which of
course most people are not.
1.

Do you agree with the three characteristics of leaders?

2.

If you are a leader which of the above describe you?

3.

Do any of the above describe your leader?

4.3.2 Vrooms Expectancy Theory

Victor Vroom's Expectancy Theory (1964) examines motivation from the perspective of
why people choose to follow a particular course of action. The employees believes that

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LEADERSHIP AND MOTIVATION 68

an effort will lead to performance which will lead to rewards. Rewards may be either
positive or negative. The more positive the reward the more likely the employee will be
highly motivated. Conversely, the more negative the reward the less likely the employee
will be motivated. The theory assumes that people consciously choose from among
alternatives with the aim of maximising pleasure and minimising pain or negative
consequences. Vroom was convinced that an employees performance is based on his or
her personality, skills, knowledge, experience and abilities. Have you wondered why
some people are just not interested in going the extra mile and are contended with doing
the minimum. Perhaps the individual does not have the relevant knowledge and skills to
do more.
The Expectancy Theory states that individuals have different sets of goals and can be
motivated if they believe that there is a positive correlation between effort and reward. In
other words, a person completes a certain task (effort) and is rewarded accordingly which
may be a statement by his superior, That was a job well done! The reward satisfies an
important need (to be recognised for ones effort). When the need is satisfied, the
individual realises that the effort was worthwhile. The Expectancy Theory is based on the
following three beliefs or variables:
(a)
Valence:
Valence refers to the importance people have with regards to the outcomes or rewards.
What do employees value? Is money important to you? Is recognition of your work
important?
(b)
Expectancy:
Expectancy is the belief that effort leads to performance. If I work harder the product will
be better. Employees have different expectations and levels of confidence about
what they are capable of doing. What resources or training do employees need?
(c)
Instrumentality:
Instrumentality is the belief that if a person performs as expected he or she will get what
they desire as promised. Everything seems to be going on very well and I am sure
to be rewarded. Leaders must ensure that promises of rewards are fulfilled and
that employees are aware of that.
Vroom proposed the following formula to predict motivation:
Motivation =Valence X Expectancy (Instrumentality)
This formula can be used to indicate and predict such things such as job satisfaction,
ones occupational choice, the likelihood of staying in a job and the effort one might
expend at work. Refer to What motivates a person to recycle paper? to see the
application of the formula in Figure 4.2.

69 TOPIC 4 LEADERSHIP AND MOTIVATION

What motivates people to recycling paper?
MOTIVATION = VALENCE (preserving the Environment) X
EXPECTANCY (Recycle more paper)
INSTRUMENTALITY (Less trees will be cut)
A person recycles newspapers because he believes that it is important to
conserve resources and take a stand on environmental issues (valence). He is
convinced that the more effort he puts into recycling the more paper he will
recycle (expectancy). He believes that that the more paper he recycles less trees
will be cut (instrumentality).
Figure 4.2:

SELF-CHECK
4.1
1.

Compare and contrast McCllelands Motivation Theory and

Vrooms Expectancy Theory.

2.

Give specific examples of the two theories explaining motivation

in the workplace.

4.3.3 Locke and Lathams Goal Setting Theory

Many of us set goals to direct ourselves. However, it is most valuable if the goals are clear
(not vague) and understandable so we know what to do and what not to do. The goals
should also challenging so as to stimulate interest and also the goals should be achievable,
so that we will not fail as this will frustrate us. If others are setting goals, than we are
much less likely to be motivated to work hard than if we are involved as we feel we have
set or directed the goal ourselves.
Industrial and organisational psychologist, Edwin Locke and Gary Latham proposed the
Goal-Setting Theory in which was based on over forty years of empirical research. A
GOAL is the object or aim of an action. For example, let us take the objective of attaining
a certain level of proficiency in French. The theory was more focused in explaining how
goal-setting affected performance. Goals affect performance through 4 mechanisms (see
Figure 4.3):
(a)

Goals serve as a directive function. i.e. goals direct attention and effort toward
relevant activities and away from goal-irrelevant activities

(b)

Goals have an energising function. What does this mean? Goals tend to increase
the effort of the staff. High goals initiate a larger magnitude of effort than low
goals. When a goal is set at a difficult level a person is required to put forth more
effort to meet it. Satisfaction is experienced when a goal is met.

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LEADERSHIP AND MOTIVATION 70

(c)

Goals affect persistence. Faced with a difficult task, it is possible to work faster
and more intensely for a short period or to work more slowly and less intensely for
a long period. Tight deadlines lead to more rapid work pace than loose deadlines.

(d)

Goals affect action indirectly by leading to the arousal, discovery and /or use of
task-relevant knowledge and strategies.
Goals direct

attention Goals energise

Goals affect
persistence

Goals affect
action

Figure 4.3: Locke and Lathams Goal Setting Theory

Need for Feedback

When a person is working on the task towards a goal, he or she needs feedback to
determine if he or she is succeeding or whether there is need to change direction.
Feedback has been found to be encouraging and motivating. This includes feedback from
the person himself or herself. Negative self-talk is just as demotivating as negative
comments from other people. Do you agree?
Direction, Accuracy and Clarity of Goals
Locke and Latham also argue that the direction and accuracy of goals are important. The
direction of a goal states where we are supposed to go. It forces a person to focus, narrow
his or her thinking and select beliefs that will lead to the achievement of the goal. An
accurate goal states the most exact possible conclusion or achievement of the goal.
Accuracy is important because deviating from the goal may be costly. So it is not
surprising that people invest more effort in achieving accuracy goals. When we have an
accurate goal we do not stop as the good enough stage but continue to search for
improvements. Clarity of a goal has some effect on performance. This is logical because
if an employee does not understand the goal they are trying to achieve, their performance
will suffer. Thus, the clearer a goal is, the more likely a person's performance will reach
its full potential.
Application of Goal-Setting Theory

71 TOPIC 4 LEADERSHIP AND MOTIVATION

The Goal-Setting Theory can be applied to almost any situation in which performance of
an employee is evaluated to assess efficiency. However, performance is also correlated
with other characteristics. Satisfaction in the person's job is a major component in worker
performance. Locke and Latham's Goal Setting Theory may be used to predict job
satisfaction. First, Locke and Latham state that the productivity of a worker is
significantly increased by a high goal, thus establishing a base relationship for an
application to job satisfaction. Goals are a product to strive for and a means of judging
satisfaction. When a person puts forth the effort to meet a goal, that person will not be
satisfied until his/her goal is met. (Locke & Latham, 2002) As may be implied, when a
subject achieves a higher performance level than is required for a goal to be attained,
satisfaction will be increased relative to the amount of performance. Likewise, the further
a subject is from meeting the goal, the more dissatisfaction will be experienced. These
relationships show that there is a relationship between goal difficulty and job satisfaction.
It is this premise that the current study is based.

SELF-CHECK
4.2
1.

How does goal-setting affect performance according to Locke and

Lathams Theory?

2.

How do direction, accuracy and clarity of goal affect performance?

3.

Explain the application of Goal Setting Theory in motivating

employees?

4. BEHAVIOUR
MOTIVATI
4 MODIFICATION
AND
ON

Many of our students in schools do not perform well not due to innate disabilities but
more due to the lack of motivation and negative behaviour or habits. You, as teachers,
may have come across students who can communicate well with their peers as well as
being street-wise, but do poorly in academic matters. They have picked up some negative
habits which had become a part of their personalities. These negative behaviours need to
be changed or modified through the process of behaviour modification and motivation.

4.4.1 Behaviour Modification

Behaviour modification is a process where you cause a person to change their unwanted
behaviour into a desirable one. Through this process, an individual is able to be
channelled into a desirable behaviour to achieve certain objectives. A student who was
influenced by peers who felt that to be macho and a leader, one must be able to win a fist
fight in a brawl in the streets and as a reward for winning it, fear would be instilled among
his peers and they would listen and obey whatever decision that the leader made. In this
dog eat dog world this culture of brute strength rules the day. Students who were involved
in this culture would not excel in academic matters. Instead they would be troublemakers

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LEADERSHIP AND MOTIVATION 72

and cause indiscipline in the school. The school authorities, especially the principal and
the teachers would have to find means to modify these students behaviours in order to
establish a positive and effective school culture.
Pavlov Classical Conditioning
In the late 1890s, Ivan Petrovich Pavlov set up an experiment using a dog as the subject.
Pavlov used the ringing of a bell to associate it with food. He discovered that after
training the dog would salivate involuntarily to the bells sound, regardless whether there
the presence of the food or not. The dog had become conditioned and this experiment is
commonly known as classical conditioning.
Operant Conditioning
This theory is based on the work of B.F. Skinner (1932) who took classical conditioning
one-step further. He thought that individuals are more active in the learning process than
that theory allowed. Skinner identified between two types of behaviour, the respondent
and the operant which is the extension of the classical concept of conditioning where
behaviour is actually learnt. Classical of Pavlovian conditioning is responsible for our
motivation to respond to any situation, whereas Operant conditioning is what we learn to
do to satisfy these motivational states. In Classical Conditioning, it begins with stimulus
which leads to a response (S ----- R), but in operant conditioning its response stimulus
(R ---- S).
Social Modelling
Albert Banduras social modelling or social learning theory emphasizes upon the
importance of observation and imitating the behaviours, attitudes and emotional reactions
of others. He thinks that most learning is the result of imitating or copying others. This
theory stresses upon the importance of external reinforcers, and also allows learning to
happen independently of reinforcement. Bandura (1977) states: Learning would be
exceedingly laborious, not to mention hazardous, if people had to rely solely on the
effects of their own actions to inform them what to do. Fortunately, most human
behaviour is learned observationally through modelling: from observing others one forms
an idea of how new behaviours are performed, and on later occasions this coded
information serves as a guide for action. This social learning theory explains human
behaviour in terms of interactions between cognitive, behavioural and environmental
influences. The processes of observational learning as observed by Bandura are:
(a)

Attention
reactions.

the learner has to pay attention to the behaviours, attitudes and

(b)

Retention the learner has to remember what he has observed.

(c)

Motor reproduction the learner has reproduce what he has learnt.

(d)

Motivation in order for the learner to retain the modelled behaviour there must be
some motivation on his part to continue doing it.

73 TOPIC 4 LEADERSHIP AND MOTIVATION

Principals of Behaviour Change
From the above behaviour theories we can summarized in a number of propositions which
are important for teachers who can influence students for behaviour changes.
(a)

Human behaviour is due to learning which is guided by the laws of learning.

(b)

Since human behaviour is a product of learning, it is liable to unlearning and

correction.

(c)

Human behaviour is also influenced by results or consequences. Therefore if it is

followed by rewards, it can be strengthened or weakened by negative consequences.

(d)

Human behaviour is also controlled by internal and external factors such as

significant role models and rewards such as prizes or praise.

(e)

Maladjusted behaviour can be changed by changing the environment.

(f)

Human beings are born with a clean slate.

(g)

Behaviour is learnt individually, by training, by conditioning or by watching

others learn.

(h)

Students who need help may show negative behaviour that they wish to eliminate,
or show positive behaviour that they wish to others to follow.

Stages of Management of Behavioural Change

With an understanding of those propositions and the theories on behaviour modifications,
teachers can model positive changes that they want the students to follow. Teachers
should strategise a plan for the management and assessment of behavioural change. The
following steps would be helpful in the process of implementing the strategy:
(a)
Identification of the Problem
Students problems can be detected through observation, students records, and from the
students themselves as well as research.
(b)
Setting Goal
After establishing the problems, teachers have to set goals that the students have to
achieve. If the students did not perform well in mathematics from the formative
tests, then teachers would have to set goals such as all students should master 80%
of what they have learnt in the mathematics classes through the process of mastery
learning.
(c)
Establishment of Baseline Data
The collected data through observation, students records, and from research will
become the baseline data. It will be used for designing programmes for students
academic improvement.

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LEADERSHIP AND MOTIVATION 74

(d)
Intervention Selection
Once the causes of the problem are known, intervention programs to remedy the
problematic situation are designed and evaluated but only one of them has to be
selected for implementation.
(d)
Evaluation
After the program of behaviour modification has been implemented, formative evaluation
has to be carried out to gauge its effectiveness. If necessary the intervention process
might be modified to suit to the requirement of achieving the goal.
This process of behaviour modification is a continuous process of attention, retention,
motor reproduction and motivation as suggested by Bandura (1977). The first three stages
of the process namely attention, retention and motor reproduction can only be sustained if
there is a continuous reason for wanting to do it. It is motivation that sustains the interest
of wanting to continue the process until the objectives have been achieved.

SELF-CHECK
4.3
1.

What is the difference between Pavlovs Classical Conditioning

and Operant Conditioning?

2.

When would you use Social Modelling on your students?

3.

Why do you think that before anyone can successfully implement

any Behaviour Modification Plan he/she has to have faith in the
Principles of Behaviour Change?

The success of any behaviour modification program depends on the length of time it is
being followed willingly by the subjects until the new traits, habits and characteristics
have become embedded in their personalities. Then you may have a group of rejuvenated
students with positive attitudes, diligence and selfconfidence. As mentioned earlier, the
motivation within is the determinant of the success.
Motivation and Students Orientation
Dweck (1986) and other researchers concluded that there are two basic types of students
namely; (a) learning oriented students and (b) image oriented students.
(a)

Learning oriented students are more interested in achieving good grades and
therefore are motivated to learn, gain competence and skills. These students
perceives that intelligence is changeable and believe that they will be smarter if
they were to study harder. As the result of this positive perception towards
themselves as well as towards life, they enjoy learning new things and willing to
take up difficult challenges even though they do not feel that they are real bright.

75 TOPIC 4 LEADERSHIP AND MOTIVATION

(b)
Image oriented students are more interested to look smart in order to avoid being
looked at as dumb. This conscience helps these students build their self-esteem.
These image oriented students believe that intelligence is permanently fixed and
doing well is assumed to be due to brains and not effort, and therefore there is no
need for hard work. As the result of this belief they do not put much effort to
improve themselves. They become less motivated, less curious, less interested in
new ideas, and in learning. Their self-esteem and pride is based upon good
impression management, not on careful evaluation or estimate of their ability. This
impression leads to less curiosity and avoidance of testing their limits. They selfconfidence falls further and if they make any foolish statement, they begin to doubt
their intelligence. The consequence for this orientation is grave even for the high
achievers if they fall into this trap.
Schools that are aware of this phenomenon among the students can attempt to remedy it
by introducing programs that build students self-esteem by giving lots of positive
reinforcement, positive expectations of the students to do well (selffulfilling prophesy),
but this attempt cant be stretched too much. It might be harmful to the students and
jeopardize the objective of the whole process. Rewarding success on easy assignments
will not encourage students to tackle difficult tasks. They know that their success
isnt real and their limits are not tested. This feeling might be more harmful to their selfesteem.
Attribution Theory and Achievement
Heider (1958) was one of the first people to write about how an individual thinks about
causality what causes what, or what is attributed to what. Since 1960 many studies
were done to understand why some people are highly motivated to achieve while others
are not.

According to attribution theory as proposed by Weiner (1980), a high achiever will:

(a)

Approach rather than avoid tasks related to success because he believes that
success is due to high ability and effort which he is confident of. Failure is due to
something else other than his lack of ability.

(b)

Never surrender but instead becomes more persistent when works becomes more
difficult because failure is considered as the result of lack of effort.

(c)

Choose moderate challenges where the success rate is 50% because the feedback
on these attempts tells you how well you are doing.

(d)

Works very hard because the results are believed to be the result of hard work and
how much you try.

The unmotivated person, on the other hand, has the opposite attitude and the result of this
attitude causes him to slide further into lower self-confidence, selfesteem and lower
achievements.

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LEADERSHIP AND MOTIVATION 76

Summary
As teachers in the school, you may find many students who can be categorized into this
group of students who arent motivated and have negative attitudes towards themselves.
What would you do? This question can be answered if you have read the above
paragraphs as well as other articles on the subject. As teachers you can apply many of
theories and principles of education; psychology, sociology, curriculum development,
leadership, pedagogy and many others to design programs for student improvement. The
success of the programs depends on the seriousness of implementation and the teachers
who are behind them. Effective schools are the result of the principals and teachers belief
that anything can be achieved if they believe in what they are doing.

SELF-CHECK
4.4
1.

What are the differences between learning oriented students and

image oriented students?

2.

What would you do to make image oriented students more

interested in learning?

3.

What is the relationship between Attribution theory and

Achievement?

ACTIVITY 4.2
1.

If you were the principal of a secondary school how would you plan to
modify the students negative behaviour?

2.

How would you apply the theories of behaviour modification in the

implementation of behaviour change programs in your school?

3.

As a school principal, how would you motivate your students to ensure that
they would feel that their school is their second home?

4.

Do you believe that the Attribution theory is the determining factor for
students achievement? Explain.

OUM Library

77 TOPIC 4 LEADERSHIP AND MOTIVATION

Hoy, Wayne K., & Miskel, Cecil G. (2001) Educational administration: Theory,
research, and practice (6th ed.). Singapore: McGraw Hill International Edition.
Internet Resources

Motivation. http://mentalhelp.net/psyhelp/chap4/chap41.htm.
Organizational behaviour modification.
http://www.gabbai.com/Management/Psychology/Psychology_OBMod. html.
Albert Bandura. http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Bandura.htm.
Social Learning Theory (A. Bandura). http://tip.psychology.org/bandura.html.
General References
Bandura. (1969). Principles of behaviour modification . New York:Holt, Rinehart &
Winston.
McClelland. (1988). Human motivation. London: Cambridge University Press.
Regional Training Seminar on Guidance and Counselling module 4. Behaviour
modification UNESCO February 2000.
Skinner, B. F. (1976). About Behaviourism. New York:Vintage Book Edition. Random
House. http://www.amazon.com/gp/reader/0394716183.
Vroom, Victor. (1995). Work and motivation. San Fransisco: Copywrite 1995 by JosseyBass Inc. Publishers. http://www.amazon.com/gp/reader/ 0787900303.