Motivation

Motivation has been defined as those processes

within an individual that stimulate behavior and
channel it in ways that should benefit the
organization as a whole

 motivation means three things: the person works hard;

the person keeps at his or her work, and the person
directs his or her behavior toward appropriate goals
 In general, these definitions seem to contain three
common aspects of motivation:
 effort,
 persistence,
 and direction
 Persistence
Persistence concerns the sustained effort employees
manifest in their work-related activities
 Effort
Effort concerns the magnitude, or intensity, of the
employee's work-related behavior
 Direction
Whereas effort and persistence concern the quantity of
work performed, direction refers to the quality of an
employee's work-that is, the investment of sustained effort
in a direction that benefits the erriployer
Types of motivation theories
Type Characteristics Theories Examples

Content Concerned with Need hierarchy Satisfying

identifying existence people needs for
specific factors relatedness pay, promotion,
that motivate growth recognition
people motivation
hygiene learned
need
Process Concerned with Self efficacy. Clarifying
the process by Expectancy people's
which equity goal perception of
motivational setting work inputs.
factors interact Performance
to produce requirements,
motivation and rewards
Maslow considered his most important contribu tion to be
his work on self-actualization, which he considered far
more important than the needs hierarchy theory. Maslow
suggested that people are motivated to reach their highest
potential once lower needs are satisfied. He argued that
organizations need to be structured to help people reach
their potential. Maslow opposes oppressive bureaucratic
structures that prevent group members from fulfilling
higher-order needs.

 Outstanding schools require leaders who have the ability

to motivate people to maximize their perfor mances, to
grow professionally, and to change. To achieve these
goals, school administrators must know and be able to
apply the basic theories of motivation.
Alderfer suggests three broad categories of
needs:
1. existence (E),
2. relatedness (R),
3. and growth (G)-hence,
 1. Existence needs comprise all forms of physiologi
cal and material desires, such as food, clothing, and shelter. In
organizational settings, specific examples include salary, fringe
benefits, job security, and work conditions. This category
corresponds roughly to Maslow's physiological and safety needs.
 2. Relatedness needs include all those that involve in1
terpersonal relationships with others-supervisors,
colleagues, subordinates, family, friends, and so on.
 3. Growth
ERG theory is more flexible than is need hierarchy theory and
accounts for a wide variety of individual differences in need
structure
Improving Teacher Job
Satisfaction
 the following are some tips that can help school
administrate imrove job satisfaction
1. Use Praise to recognize exemplary behavior
2. Rotate faculty meeting location
3. Institute a “5-10 report” from teachers
4. Empower teacher
5. Recognize group accomplishment
6. Don’nt overlook the little things
7. Create a “bragging wall” in the faculty lounge
8. Follow up on requests
9. Select a faculty member of the month
10. Institute a teacher for-a-day program

Job satisfaction and dissatisfaction are important concept of

Herzberg’s motivation hygiene theory.
 Learned needs theory
- David C. McClelland has proposed a learned needs theory
of motivation.
- The theory is based on the premise that people acquire
or learn certain need from their culture
- Three of these learn need are:
1. Need for Achievement (nAch)
2. Need for Affiliation (nAff)
3. Need for Power (nPow)
Content Motivation Theories :
Similarities and Conclsions

The four content theories of motivation are compared in:

Process Theories

 The content of motivation attempt to identify what

motivates employees in the workplace.
1. Self Eficacy Theory
2. Expactancy Theory
Self-Efficacy theory

 Self-efficacy (also known as social cognitive theory or

social learning theory) is a person’s belief that she is
capable of performing a particular task succesfully
 It has three dimensions: magnitude, strength and
generality.
Source of Self-Efficacy
Expectancy theory

 It is based on 4 assumptions
1. People join organizations with expectations about their
needs, motivation, and past experiences.
2. An individual’s behavior is a result of concious choice
3. People want different things from the organization
4. People will choose among alternatives so as to optimize
outcome for them personality
Basic Expectancy Model
 The basic expectancy model shows that
the motivational forcethat an employee
exerts on the job isa function of
1. The perceived expectancy that a certain
level of performance will result from
expending effort
2. The perceived instrumentality that
rewards will result fromm certain level of
performance ,
Equity Theory

Equity theory asserts that employees hold certain beliefs

about the outputs they receive from their work and the
inputs they invest to obtain these outcomes.

Employees expect that the ratio of their outcomes to inputs

will be fair or equitable. But, how do employees judge
fairness?
 Equity theory argues that employees evaluate the equity, or
fairness, of their outcomes by a process of social comparison.
Employees compare the ratio of their outcomes to inputs
with the ratio of outcomes to inputs for some comparison
other.

The equity relationship can be diagrammed as follows:

When these ratios are equal, the employee should feel that a
fair and equitable exchange exists with the em- ployer. Such
equitable exchange should contribute to employee-job
satisfaction.
Inequity can occur in either direction:
(1) when employees feel their ratio of outcomes to inputs is
less than that of the comparison other and
(2) when employees feel their ratio of outcomes to inputs is
greater than that of the comparison other. The first
situation, in which the employee's perceived outcomes-to-
inputs ratio is less than the comparison other, can be
diagrammed as follows:

The second situation, in which the employee's perceived

ratio of outcomes to inputs is greater than that of the
comparison other, can be diagrammed as follows:
 The theory argues that employees will feel
uncomfortable about the inequity of their outcome-to-
input ratio compared to the outcome- to-input ratio of
their comparison other.
 Inequity in either direc- tion creates discomfort and
tension, and the employee is motivated to reduce the
tension and restore equity.
Methods of Restoring Equity

 Alter input
 Alter outcome
 Cognitively Distort Inputs or Outcomes
 Change the Inputs Other
 Change the Comparison Other
 Leave the Organization
Goal-Setting Theory

Goals have a pervasive influence on behavior in school

organizations and administrative practice. Nearly every
modern school organization has some form of goal setting in
operation.

Programs such as campus improvement plans (CIP), planning

programming bud- geting systems (PPBS), management
information sys- tems (MIS), as well as systems thinking and
strategic planning, include the development of specific
goals.
Locke's contributions to goal-setting theory are the following:

1. Difficult goals lead to higher task performance than do easier goals.

2. Specific goals lead to higher performance than do vague goals such as
"do your best."
3. The mechanisms by which goals affect performance are directing
attention and action, mobilizing effort, increasing persistence, and
motivating a search for appropriate performance strategies.
4. Feedback appears necessary for goal setting to work cause it allows
people to compare their performance against their goals.
5. Goal commitment is necessary if goals are to affect performance, and
expectation of success and degree of success affect goal commitment.
6. Individual differences in factors like personality and education are not
generally related to goal-setting performance.
Locke's contributions to goal-setting theory are the following.
 Difficult goals lead to higher task performance than do easier goals.
 Specific goals lead to higher performance than do vague goals such
as "do your best."
 The mechanisms by which goals affect performance are directing
attention and action, mobilizing effort, increasing persistence, and
motivating a search for appropriate performance strategies.
 Feedback appears necessary for goal setting to work cause it allows
people to compare their performance against their goals.
 Goal commitment is necessary if goals are to affect performance,
and expectation of success and degree of success affect goal
commitment.
 Individual differences in factors like personality and education are
not generally related to goal-setting performance.
See u
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