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Education 673: Management of the School

Motivating Employees

Katrich C. Williams

Summer Term A 2017

Dr. Brenda Dean

Carson – Newman University

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Most times, in the midst of the operation of schools, many educators are not motivated.

Many reasons include being burdened with overload, little resources, increased workloads, and

many financial issues. In order for anyone, especially an educator, to perform at their best, they

have to be motivated. Most of that responsibility should be taken on by the principal and his/her

administrative team. The administrative team should provide clear visions and they should also

create motivational leadership in order for those educators to perform at their highest.

The key to success in a school, organization, or business, is the ability for one to lead,

motivate, encourage, empower, and educate others successfully. According to Scott Rabideau

(2005), “the influence of an individual's needs and desires both have a strong impact on the

direction of their behavior. Motivation is based on your emotions and achievement-related goals”

(Rabideau, 2005). A school’s climate and culture is ever changing. When the climate and culture

changes, a new aspect of leadership, especially motivational leadership, is very much needed.

Everything thrives on good leadership. Effective leaders have a plan. It is essential that

the administrative team use motivational leadership in order to have a commitment from its

faculty and staff towards the school’s objectives. Lisa Mooney (n.d.), a writer for Chron, says,

“Employee commitment is enhanced when an employee feels motivated and satisfied at his job.

The link between motivation and satisfaction is, therefore, illustrated by the commitment a

worker shows toward his company. Therefore, motivation plus job satisfaction equals

commitment” (Mooney, n.d.).

There has been an alarming shortage of teachers in Hamilton County. More so for inner

city schools. It is believed that the shortages come from administrative planning that is not

properly organized, job stress, lack of motivation, problems with different teaching methods,

students’ home life, and just an overall low morale of teachers. According to Tiffany Earvin
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(2017), principal of Orchard Knob Middle School, “approximately 10-12 teachers are replaced

each year at my school” (Earvin, 2017). The turnover rate is high due to some of the reasons

previously mentioned. Urgent measures should be taken into consideration to improve the

overall morale of teachers. It can be said that motivational leadership is lacking in some school

districts.

Like any other organization or business, it is imperative that schools focus on its

objectives and goals. Focusing on those objectives and goals will determine whether or not the

school will be effective. Shara Peters and Jody Passanisi (2012), writers for EdWeek, said that,

“In an effort to improve teacher motivation, some school districts have been implementing plans

that link teacher pay to student performance on standardized test scores. These intentions are

understandable—they hold both students and teachers to higher standards and reward positive

outcomes. But, as teachers, if they are not motivated, they will not teach with passion” (Peters &

Passanisi, 2012). Teachers can have all the materials and resources they need, but if they are not

happy with their job, they will not put forth much effort.

The value of human resource is essentially important in terms of creating an effectively

functional school. Creating an effectively functional school is determined by the time and effort

that the administrative team puts in, in the motivation and development of the educators. From

this, students’ education can be improved. Teachers who are highly motivated are eager and are

committed to effective teaching. The school’s administrative team must take advantage of their

leadership positions and influence teachers to remember the school’s objectives and goals. The

administrative team should always strive to help in the motivation of their teachers so that those

teachers teach with enthusiasm and passion. If the school administrative team wants to

successfully motivate their teachers, they have to make their teachers a priority. When teachers
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are motivated, they will constantly find ways to improve. The opposite happens if motivation and

dedication is not taking place.

There are many motivational theories and strategies. Maslow’s Hierarchy of Needs and

McGregor's X and Y Theory make up the basis for the more recent theories, and they are still

widely used by managers and administrators to motivate their employees. Maslow’s Hierarchy of

Needs separates the levels in to five levels of needs: physiological, security, love/belonging,

esteem, and self-actualization. The way a person behaves is based on the above needs being

satisfied.

Physiological Needs

 This is the lowest of human needs and consists of necessities such as food, water,

shelter, and clothes

Security Needs

 If the first level needs are met, then the second level needs begin. This level

represents stability and freedom from threats and dangers

Love/Belonging Needs

 In this level, one needs to belong to a family or a group. They need attention and

they need to feel accepted, along with having friends

Esteem Needs

 Self-respect and achievement are needed in this level. Attention, recognition, and

status are also needed.

Self-Actualization

 This level is when one has goals and objectives for personal and professional

development that they want to achieve themselves

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McGregor’s X and Y Theory is based on human behavior and social relationships

between the manager and his employees. According to John Schermerhorn, Jr. (2008), “Theory

X assumes people dislike work, lack ambition, act irresponsibly, and prefer to be in bed”

(McGregor, 2010). Schermerhorn, Jr. goes on to say that Theory X has the following

assumptions: 1) Educators shy away from work and must be forced to do their job 2) Educators

work under the authoritarian management style 3) Educators would rather be told what to do

because they have little to no motivation. If the administrative team uses the concepts of Theory

X, they are viewing their teachers as handicaps that can do nothing by themselves.

Schermerhorn, Jr. (2008) goes on to describe Theory Y. “Theory Y assumes people are

willing to work, like responsibility, and are self-directed and creative” (McGregor, 2008).

Schermerhorn, Jr. says the Theory Y has the following assumptions: 1) Educators are already

motivated within themselves 2) Educators enjoy their work in the company 3) They are

determined to better themselves. When the administrative team applies the concepts of Theory

Y, teachers are viewed as a valued asset to the school.

A strategy that can be used to motivate teachers is Robert Cialdini's “Theory of

Influence”. The six validated principles of persuasion can provide small, practical changes that

do not cost. The influences can help lead to big changes in the school or business setting, and can

help persuade others in an ethical way. The six principles that can be used to influence workers

are:

Reciprocity

 in this principle, people tend to return a favor that they received first

Scarcity

 in this principle, people want more of the things they can have less of
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Authority

 in this principle, people will likely adhere to rules that are set by knowledgeable

authority figures, even if they are asked to do things in which they disagree with

Consistency

 in this principle, people who commit to what they have verbally said or have

written down are more likely to honor that commitment. If they do not follow

through, their self-image could be tainted

Liking

 in this principle, people prefer to say “yes” to those they like

Consensus

 in this principle, people will do things that they see other people doing. People’s

actions and behaviors help others determine theirs

It is imperative that schools have basic goals that are visible. With no goals, no success is

possible. Teachers feel like they are making a difference when they are allowed to voice their

opinion. It assures them that they are involved in the matter. The administrative team has to do a

good job of involving their teachers. It leads to the creation of a teamwork and it creates an

environment of motivated teachers where everyone feels important.

Whenever the administrative team has a cooperative attitude towards their teachers when

it comes to staff development and professional development, teaching and learning is highly

maximized. It is believed that the more motivated and prepared a teacher is, the better the

chances of the school’s success of its objectives and goals. This is ideal for teaching that is

beneficial. Teachers that have more training are more effective and motivated than those that are

not. The National Council for Accredication of Teacher Education (n.d) says that, “Research
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indicates that teacher preparation/knowledge of teaching and learning, subject matter knowledge,

experience, and the combined set of qualifications measured by teacher licensure are all leading

factors in teacher effectiveness” (National Council for Accreditation of Teacher Education, n.d.).

All of a teacher’s responsibilities and tasks should be explained to them thoroughly.

Knowing what the task entails can serve as a motivator or a de-motivator. Any time a job

description is confusing, predictable, boring, and is not challenging, those applying will not be

interested or motivated to do the job. On the other hand, if a job description seems to be

fulfilling, it serves as an immediate motivator for those applying.

Teachers want to be noticed and recognized for doing a good job. Gary Hopkins (2012), a

writer for Education World recommends acknowledging teachers. “Chances are your star

teachers don't expect or require recognition but, as a school leader, you want to recognize and

support them in any way you can” (Hopkins, 2012). Although some teachers do not like to be

recognized because of the attention, they can still be praised without being in the limelight. Some

administrators have found that small perks that are passed quietly will do. Les Potter (2012),

principal at Silver Sands Middle School in Port Orange, Florida, has found many ways to reward

his teachers. “I might allow them to go to a conference, select the course they want to teach, have

the planning period of their choice, or the classroom they prefer. In some cases, I have rewarded

them with a department chairmanship or recommended them for Teacher of the Year” (Potter,

2012). Recognizing teachers is probably one of the most powerful motivational tools that is used

to motivate teachers.

The administrative team should encourage teachers to join a group or be a part of

something that will have lasting impact on students and the school as a whole. That lasting

impact is what teachers need to see. They need to see that what they are doing is not being
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wasted and overlooked, but instead, is making a difference. It is recommended that teachers are

involved in the planning and implementation of projects. This also serves as a motivator. This

make teachers feel like they have a say in the operation of the school. It also empowers teachers

because they feel that they had a chance to make important decisions that would normally be

made by the administrative team themselves. Teachers should have the right to make major

contributions.

When teachers are recognized individually, administration is saying that they trust their

teachers. Being that teachers know they are trusted, this could possibly relieve any anxiety or

nervousness that they may encounter during different situations. They can face those situations

with confidence and courage, because they know that their leaders have their backs.

Wikipedia (n.d.) defines job satisfaction as, “how content an individual is with his or her

job, in other words, whether or not they like the job or individual aspects or facets of jobs, such

as nature of work or supervision” (Wikipedia, n.d.). Job satisfaction is made up of several

different things that are associated with job situations such as teacher pay, the nature of the job,

goals and objectives of the school, and working conditions. Relationships with other faculty

members and administration can also influence job satisfaction.

Factors that contribute to low job satisfaction include: lack of feeling secure and safe,

work overload, and other demands such as sport events, parent conferences, and professional

development sessions. In addition to those, teachers must spend time after hours, at home, create

and modifying lesson plans. All of the factors contribute to teacher burnout. A school that has a

good morale among its staff can help reduce absenteeism and teacher turnover. On the other

hand, high morale does the complete opposite. The level of morale has an impact on other parts
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of the school. Teachers will not come to work. When students see this, they will not take their

work seriously, and they too will start to be absent.

The administrative team should consist of individuals who are creative thinkers that can

motivate and energize others. The team creates a vision for the entire school to follow, while at

the same time, constantly motivating their staff. The administrative team that has a clear vision

of how they want to see their school succeed is a team that consists of people who have

knowledge, are able to understand others, and who serve as motivators. They aim to ensure that

their teachers share the same vision of making the objectives and goals a reality.

Motivation is vital in order for teachers to perform at their highest capability. Wherever

motivation exists, one will find an institution that is successful. Its teachers, for the most part,

will always be rejuvenated and eager to come to work. Teachers that are motivated are interested

in what they do. They are always looking for ways to get better and to improve their instruction.

Motivated teachers hold themselves accountable because they know that their students are

depending on them.

Motivated teachers have an interest in their students and they want their students to be

motivated as well. They talk to their students and develop a relationship with them. They

encourage their students to step outside of their comfort zone and try new things. Motivated

teachers hold their students accountable and expect them to do their best.

Most importantly, motivated teachers enjoy their career, and this makes them better at

what they do. Teaching is not considered a job to them. It is not looked at as a chore. But rather a

reward. Motivated teachers love their jobs, and are always looking for ways to improve.
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References

Earvin, T. (2017, June 19). Teacher Turnover Rate. (K. Williams, Interviewer)
Hopkins, G. (2012, April 23). Recognizing the Stars on Your Staff. Retrieved from Education
World: http://www.educationworld.com/a_admin/admin/admin538.shtml
Job satisfaction. (n.d.). In Wikipedia. Retrieved June 27, 2017, from https://en.wikipedia.org
/wiki/Job_satisfaction#References

McGregor, D. (2010). McGregor's Theory X and Theory Y. In J. R. Schermerhorn, Jr.,

Management (p. 38). Hoboken, NJ: John Wiley & Sons.
Mooney, L. (n.d.). Links Between Motivation & Job Satisfaction. Retrieved from Chron:
http://smallbusiness.chron.com/links-between-motivation-job-satisfaction-13267.html#
National Council for Accreditation of Teacher Education . (n.d.). What Makes a Teacher
Effective? Retrieved from National Council for Accreditation of Teacher Education :
http://www.ncate.org/LinkClick.aspx?fileticket=JFRrmWqa1jU%3d&tabid=361
Peters, S., & Passanisi, J. (2012, December 5). What Motivates Teachers: It's More Than Money.
Retrieved from EdWeek:
http://www.edweek.org/tm/articles/2012/12/05/fp_passanisi_peters_motivates.html
Rabideau, S. (2005, November). Effects of Achievement Motivation on Behavior. Retrieved from
Personality Research: http://www.personalityresearch.org/papers/rabideau.html