FEDERAL UNIVESITY WUKARI

TARABA STATE

DEPARTMENT: LIBRARY AND INFORMATION SCIENCE

COURSE TITLE: EDUCATIONAL ADMINISTRATION
COURSE CODE: EDU-104
QUESTION: Discuss the concept of motivation and its relevance to educational
administration.

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DECEMBER, 2022

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INTRODUCTION/ ABSTRACT
The term motivation is derived from the Latin word movere, meaning “to move”. Motivation
can be referred as a combination of motive and action. Motivation is an action word that
influences every aspect of our daily lives. Motivation is fundamental in the level of success an
individual attains.

Motivation is derived from the word 'motive', which denotes a person's needs, desires,
wants, or urges. It is the process of motivating individuals to take action in order to achieve a
goal. The psychological elements fueling people's behavior in the context of job goals might
include a desire for money.

Motivation is a psychological construct that refers to the disposition to act and direct behavior
according to a goal. Like most of psychological processes, motivation develops throughout the
life span and is influenced by both biological and environmental factors.

Motivation is influenced by two forces:

a) Internal forces: These forces are internal to the individual, i.e., their needs, wants and
nature.
b) b. External forces: These forces are external to the individual, which may be
organizational related such as management philosophy, organizational structure, and
superior-subordinate relationship, and also the forces found in the external environment
such as culture, customs, religion and values.

Motivation is not only important in its own right; it is also an important predictor of
learning and achievement. Students who are more motivated to learn persist longer, produce
higher quality effort, learn more deeply, and perform better in classes and on standardized
tests. Motivating people to perform better and thus to achieve organizational objectives has
been the greatest challenge to managers. Why do some people perform better than others? Why
does the same person act differently at different times? These and many other questions related
to work performance have been confronting managers continuously.

The aim of this chapter is to summarize research on the development of motivation from
infancy to adolescence, which can help understand the typical developmental trajectories of
this ability and its relation to learning. We will start with a review of some of the most
influential theories of motivation and the aspects each of them has emphasized.
We will also explore how biology and experience interact in this development, paying special
attention to factors such as: school, family, and peers, as well as characteristics of the child
including self-esteem, cognitive development, and temperament. Finally, we will discuss the
implications of understanding the developmental trajectories and the factors that have an
impact on this development, for both teachers and parents.

Motivation is the urge, drive, desires, aspirations, or needs of human being, which are
internal. Motivation produces goal directed behaviour. For example, a promotion may be
given to an employee with the objective of improving his performance.

In education, motivation helps children and young people to focus their attention on a key
goal or outcome. In doing so, they are unfazed by possible distractions, and are therefore able
to maintain their attention during longer periods of time. Students who are motivated display
goal-orientated behaviours.

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When applied to the school system, the process is referred to as Educational
Administration or School Administration. Administration is a term used to refer more to
Government business. Administration occurs in every organization. The basic aim of
administration is the need to get things done for defined objectives to be accomplished.

TYPES/ FORMS OF MOTIVATION

These forms of motivation provide different perspectives but more importantly, they
provide different ways to access motivation for personal improvement or workplace
applications. However, understanding these forms of motivation would seem to
indicate application of techniques would vary according to circumstance but
individuals also vary.

1) Extrinsic (External) Motivation: is an external influence that impels people to

act or behave in a specific way such as accomplishing a task or job but can also
be a personal goal such as losing weight. External influences include rewards,
promotions, prizes, etc.
2) Intrinsic (Internal) Motivation: refers to an internal motivation, which is
subjective but believed to occur as a result of actions aligning with values or
with pleasure for performing a task. This type of motivation, though subjective,
can be accessed in a variety of ways such as providing rewards that reflect value
such as “employee of the month” or giving out a coffee mug printed with “best
salesmen.” The key to understanding internalized motivation is the relation to a
person’s values or desires. People tend to place higher value on the boss saying
things like “Good job,” then being given a bonus at the end of the year.
However, intrinsic motivation is subjective and can be difficult to balance and
utilize depending on the workforce and what appeases the staff or individuals.
3) Introjected Motivation: is an internalized motivation like intrinsic motivation,
but it is a form of motivation resulting from the feeling pressured to perform in
order to gain appreciation from individuals of importance such as parents or
bosses.
4) Identified Motivation: refers to a form of motivation which occurs as
understanding or feeling the need to perform or accomplish some task but not
yet acting on this need. This is a powerful form of intrinsic motivation that
prepares the person to act.

DEFINITION OF TERMS
 Motivation is an inspirational process which impels the members of the team to pull
their weight effectively to give their loyalty to the group, to carry out the tasks properly
that they have accepted, and generally to play an effective part in the job that the group
has undertaken.

 Motivation can be referred as a combination of motive and action. Motivation is an

action word that influences every aspect of our daily lives. Motivation is fundamental
in the level of success an individual attains. Motivation is a personal and internal
feeling. This feeling arises from needs and wants.

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  In the words of Michael Jucious, ‘motivation is the act of stimulating someone or
oneself to get a desired course of action, to push the right button to get a desired
reaction’.
 S. Zedeek and M. Blood define, ‘Motivation as a predisposition to act in a specific
goal-directed way’.
 Education is a purposeful activity directed at achieving certain aims, such as
transmitting knowledge or fostering skills and character traits. These aims may include
the development of understanding, rationality, kindness, and honesty. 
 Education can be thought of as the transmission of the values and accumulated
knowledge of a society. In this sense, it is equivalent to what social scientists
term socialization or enculturation.
 Administration is a process of systematically arranging and co-ordinating the human
and material resources available to any organization for the main purpose of
achieving stipulated goals of that organization
 Educational Administration: is the process of bringing men and materials together
for effective and functional teaching and learning in the school. The focus of
educational administration is the enhancement of teaching and learning. We can
define educational administration as a process through which the school
administrators arrange and co-ordinate the resources available to education, for the
purpose of achieving the goals of the educational system.
 Management: Management is a term most often used to describe Management is
a social process which is designed to ensure the cooperation, participation,
intervention and involvement of others in the effective achievement of a given or
pre-determined goal or objective.
The term management is derived from an Italian word “maneggiare” which
means to “train horses” or literally “to handle”. From the French word “maneger’, it
means to economize and manage an act of guiding or leading.
THE IMPORTANCE/RELEVANCE OF MOTIVATION IN EDUCATIONAL
ADMINISTRATION/ LEARNING PROCESS

The following are the importance/relevance of motivation in an educational

administration:
1) Greater efficiency: Motivation enhances the efficiency of the employees and of
organization. When employees are motivated, they can perform with commitment and
dedication.
2) Reduction in absenteeism and labour turnover: Motivated employees may not
remain absent or leave the organization. They develop a sense of belonging towards the
organization and thus improve their overall performance.
3) Team spirit: Motivation improves team spirit of employees, and this improves the
work environment and the overall performance of the employee and the organization.
4) Reduction in wastages and breakages: Motivated employees take great care in
handling machines and other resources. This will reduce wastages and breakages, thus
resulting in higher benefits to the organization.
5) 5. Cordial relations: Motivation enables cordial and healthy relationship in the
organization. Motivation helps reduce labour grievances and disputes. It ensures sound

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 relations between the management and the labour. It improves the overall efficiency of
the organization.
6) Promotion of innovation: Motivated employees use their initiative to find out
innovative ways in the performance of their operations. Such employees are more
creative and help the organization to gain the competitive advantage.
7) Optimum use of resources: Motivation leads to greater employee involvement and
lesser wastages. This leads to optimum utilization of resources.
8) Corporate image: Motivated employees are more loyal to the organization. They work
with a sense of commitment and dedication. This improves the overall performance of
the employee, which enables better results for the company. This results in better
relations with all the stakeholders.

CHARACTERISTICS/FEATURES OF MOTIVATION
1) Interaction between the individual and the situation: Motivation is not a personal
trait but an interaction between the individual and the situation.
2) Goal-directed behaviour: Motivation leads to an action that is goal oriented.
Motivation leads to accomplishment of organizational goals and satisfaction of personal
needs.
3) Positive or negative: Positive motivation or the carrot approach offers positive
incentives such as appreciation, promotion, status and incentives. Negative motivation
or stick approach emphasizes penalties, fines and punishments.
4) Dynamic and complex in nature: Human behaviour is highly complex, and it
becomes extremely difficult to understand people at work. Motivation is a dynamic and
complex process.

HOW MOTIVATION AFFECTS EDUCATIONAL ADMINISTRATION (LEARNING

& BEHAVIOR)
Motivation has several effects on students' learning and behavior;
 First, motivation directs behavior toward particular goals. Motivation determines the
specific goals toward which people strive; thus, it affects the choices students make.
For example, whether to enroll in an art class or physics, whether to attend a school
basketball game during the week or complete an assignment that's due the next day.
 Motivation also leads to increased effort and energy. Motivation determines whether a
student will pursue a task (even a difficult one) with enthusiasm or a lackluster attitude.
 Motivation increases the initiation and persistence of activities. In our first example,
Erik continued with art-type activities in his free time and he also tried to perform these
types of activities in relation to his other assignments. Motivation will increase
students' time on task and is also an important factor affecting their learning and
achievement.
 Motivation enhances cognitive processing. Motivation actually affects what and how
information is processed because motivated students are more likely to pay attention
and try to understand the material instead of simply going through the motions of
learning in a superficial manner.
 Motivation determines what consequences are reinforcing and punishing. For example,
students with a high level of motivation for classroom achievement and high GPAs are
reinforced by receiving a grade of 'A' and they'll feel punished if they receive a grade of
'F.'

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CONCLUSION

Several theories view motivated behavior as attempts to satisfy needs. Based on this
approach, managers would benefit from understanding what people need so that the actions of
employees can be understood and managed. Other theories explain motivated behavior using
the cognitive processes of employees.

In this chapter we have reviewed the basic motivation theories that have been
developed to explain motivated behavior. Several theories view motivated behavior as attempts
to satisfy needs. Based on this approach, managers would benefit from understanding what
people need so that the actions of employees can be understood and managed. Other theories
explain motivated behavior using the cognitive processes of employees. Employees respond to
unfairness in their environment, they learn from the consequences of their actions and repeat
the behaviors that lead to positive results, and they are motivated to exert effort if they see their
actions will lead to outcomes that would get them desired rewards. None of these theories are
complete on their own, but each theory provides us with a framework we can use to analyze,
interpret, and manage employee behaviors in the workplace.

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REFERENCE

1) Online Source: Introduction to the concept Motivation and its relevance to educational
administration,

2) Online Source; Features of motivation, its effects and conclusion.

3) Dr. Amadi Eric, C: Introduction to educational management.

4) Assor, A. and Maarten Vansteenkiste (2009). Identified Versus Introjected

Approach and Introjected Avoidance Motivations in School and in Sports: The
Limited Benefits of Self-Worth Strivings. Journal of Education Psychology. vol
101 No 2 

5) Adesina, S. (1990). Education Management. Enugu: Fourth Dimension Publishers.

6) Adesina, S. (1981). Introduction to Educational Planning. Ile-Ife. University of Ife

Press Ltd.

7) Aina, S. (1992). Personnel Management in Nigeria. Ikeja: F. Communication

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