MOTIVATION

• DEFINATION:
• Motivation has its roots in the Latin word “movers” which means “to
move”. Motivation also has connection with the term “motive”.
Motive is an energizing condition of an organism which serves to
direct its behaviour towards a goal.
• Thus motivation is the internal or external force which makes
individual behave the way they do, i.e. in terms of the effort and
direction they take.
• Motivation refers to a need or desire that energizes behaviour and
directs behaviour towards a goal and sustains the behaviour.
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TYPES OF MOTIVATION
• Motivation can be internal or external. Internal motivation is called
intrinsic motivation, while external motivation is called extrinsic
motivation.
A] EXTRINSIC MOTIVATION
This is behaving in a particular way because of external forces such as
fear of failure, peer pressure, reward, social scrutiny, etc.
Extrinsic motivation has an immediate and powerful effect on the
individual. However, extrinsic motivation does not last long. Desirable
behaviour will most likely reduce or cease when the external factors are
no longer forthcoming.
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B] INTRINSIC MOTIVATION
Internal forces or drives cause individual to behave in a particular way.
The energizing condition comes from within he person/individual and is
not imposed from outside.
Examples: inner satisfaction after completion of a task, love for art, love
for music, advancement opportunities, importance of task.
Intrinsic motivation has a deeper, long-term effect on behaviour.
NB. In certain instances external forces initially influence human
behaviour, but along the way internal forces take charge and direct our
behaviour and even sustain our behaviour.

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SIGNS OF MOTIVATION
Some possible general indicators of a motivated individual include:
1. co-operation in overcoming problems.
2. Willingness to accept responsibility.
3. Commitment in doing what one is engaged in.
4. Giving extra time or putting in extra effort.
5. Willingness to accommodate necessary change.
6. High performance and results being consistently achieved.
7. Enthusiasm and determination to succeed.

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GENERAL SIGNS OF DEMOTIVATED
PERSON
A demotivated person is dangerous and sabotages progress by their
actions ad utterances. Indicators include:
1. Too many complains and never willing to suggest possible solutions.
2. Poor time keeping, avoid duty, avoids responsibility.
3. Lack of cooperation in solving problems.
4. Apathy, indifference and lack of interest.
5. Seizing the slightest opportunity to avoid any task.
6. Giving excuses to avoid learning.
7. Resisting change always and for the sake of it.
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THEORIES OF MOTIVATION
A] NEEDS GRATIFICATION THEORY OF MOTIVATION
This theory was advocated by Abraham Maslow in 1954 and focuses on human needs.
Need is the internal imbalance which occurs when we are deprived of something.
Need refers to a state of deprivation, absence of anything the person requires or
thinks he requires for his overall well being.
NB. Needs are rarely satisfied completely and an improvement is always possible. Thus
people are continuously motivated by their needs or the tensions created by these
needs.
According to Maslow:
+ unsatisfied needs energize behaviour (are the motive behind behaviour)
+ unsatisfied needs cause a state of restlessness, a state of disequilibrium.
Imbalance does not end until the prevailing need is satisfied.
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HIERARCHY OF NEEDS
Needs are hierarchical: some fall at the lower level while others are at
the higher level in the hierarchy.
Lower level needs are greatly demanding and monopolize behaviour.
Satisfaction of lower level needs will pave way for the satisfaction of
higher level needs because satisfied deficient need (1-3) cease to
energize behaviour.
Needs at level 4 upwards are called being needs and cannot be satisfied
fully at any one time.

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IMPORTANCE OF THE NEEDS
GRATIFICATION THEORY
] Needs drive human behaviour. Therefore, it is important to try and
establish people’s needs in order to understand why they act the way they
do and help to satisfy their needs in order to maximize their contribution
at school/work.
2] Appreciate all things done well, it helps to improve one’s view of
themselves. It leads to better performance.
3] Behaviour is complex and may originate from different needs. E.g poor
pay, revenge, fear, sickness etc
4] Work environment can be organized to motivate the workers to
perform well. [adequate ventilation, lighting, clean and spacious room,
clear pathway]
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IMPORTANCE OF NEEDS
GRATIFICATION THEORY …
5] Individual self-esteem (ego) is an important aspect in their behaviour
or performance. Avoid ridicule or ego bashing even when the person is
on wrong or performing poorly. Supervisor/manager should be
sensitive in giving instructions and when correcting people.
6] Organize the environment to encourage self-actualization. Provide
guidance on making the right choice.
7] Self-actualization should be individualized to cater for individual
differences.

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B] GOAL SETTING THEORY
• It was proposed by Edwin Locke in 1968, and is based on the Theory
of Taylor’s Scientific Management.
• It states that goal setting is essentially linked to task performance.
(goals are what the individual [learner]is consciously trying to attain
with particular reference to future objectives).
• It also states that specific and challenging goals along with
appropriate feedback contribute to higher and better task
performance.
• Goals indicate and give direction to an employee [learner] about what
needs to be done and how much effort is required to put in.
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GOAL SETTING THEORY …
• Feedback enables individual (learner) to assess how well they are doing
in relation to the set goals. Feedback allows for adjustment if needed.
• When goals are difficult but accepted, and when there is feedback on
performance, then motivation and performance will be higher.
• Thus individual worker (learner) needs to participate in goal setting and
show commitment pursuing of the goals. The individual (learner) should
also be aware of the set goal and what he/she is expected to do to
accomplish the goal, and be willing to accept the goals.
NB Individual (learner) can reject goal if they perceive it too difficult or
too easy or if not clear on what is expected of them.

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1] Goals channel and guide our action in certain direction.
2] There is need for participation and commitment of individual
(learner) in goal setting.
3] The more specific and difficult a goal, the more the energy directed
towards its achievement.
4] Acceptance of set goals by individual (learner) and commitment to
pursuing them is critical.
5] Feedback on performance enhances the process.

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Features of goal setting theory …
6] The individual (learner) must be aware of the set goals.
7] Individual (learner) should have clear understanding of what actions
are required to the goals.
8] Goal setting focuses the individual (learner)attention on a particular
task/objective.
9] Goals enhance persistence because they remind individuals
(learners) of where they are going.

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IMPORTANCE OF GOAL SETTING
THEORY
• Education is a result oriented discipline hence education managers
should set goals for their institution to address needs of learners and
teachers.
• All the stakeholders need to set goals and agree on what they want to
achieve in order to produce more positive results.
• Feedback on how well or poorly each stakeholder is doing need to be
availed to allow for maintenance of effective action or change or
modification of effective action.

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CHALLENGES OF GOAL SETTING
THEORY
1] Very difficult and complex goal stimulate riskier behaviour.
2] If the employee (learner) lack skills and competences to perform
actions essential for goal, then the goal setting can fail and lead to
undermining of performance.
3] At times the organization goals are in conflict with the manager’s
goals. Goal conflict has detrimental effect on the performance.
4] There is no evidence to prove that goal-setting improves job
satisfaction.

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WAYS TO ENHANCE MOTIVATION
AMONG LEARNERS
Teacher should devise ways to appeal to their learners’ interest in learning so that
learners may want to do their work, may want to stay on a task and may want to
succeed. Teacher may do the following.

1] Teacher should create a positive learning environment ie learners to feel cared for,
supported, belonging, valued and respected.
2] Arouse learners’ curiosity about a lesson by use of instructions that are interesting to
stimulate learners’ curiosity. This helps to prevent many discipline problems.
3] Provide plenty of models, samples and examples so that learners know what to do.
Examples of bad work are also helpful because they show learner what not to do.
4] Make success possible. Begin each assignment with the easier material, question
etc. It creates confidence in learners and encourages them to keep trying
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ENHANCING MOTIVATION AMONG
LEARNERS …
5] Recognize and praise effort. Help your learners develop self-efficacy
by helping them to see the connection between effort and
achievement.
6] Offer encouraging, focused feedback as well a general praise to
encourage learners to work with focus.
7] Give clear written and verbal direction so that learners can find it
easy to stay on task. Learners who know how to do their work well are
less likely to absent themselves from school/class.
8] Give learners a variety of ways to self-monitor their work. Teacher
may provide a checklist to keep track of completed task
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ENHANCING MOTIVATION AMONG
LEARNERS …
9] Teacher should take time to set goals with your learners. This gives
learners practical reasons for wanting to do their work.
10] Teacher should think highly about their students. The students will tend
to behave better for a teacher who appreciates them.
11] Spend a few minutes at the start of a lesson to:
+ ask questions
+ review previous lesson
+ to show photos (related to lesson, learner welfare]
+ play clip etc
These will encourage learners to want to learn.
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