1. Understanding Motivation
The authors begin by defining motivation as the set of internal and external forces that determine how individuals behave, the effort they exert, and their persistence in pursuing goals. Motivation is not something managers “give” to people; rather, managers create the conditions in which individuals become motivated.
Key ideas:
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Motivation influences energy, direction, and sustained effort.
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It is shaped by both individual needs and organisational conditions.
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People behave differently not because they are inherently lazy or hardworking, but because their motives and needs vary.
2. Whom Do We Need to Motivate?
In schools, motivation involves multiple groups:
(a) Teachers
Teachers must feel energised, valued, and supported to maintain high performance. Their motivation is directly tied to job satisfaction, professional autonomy, recognition, and meaningful involvement.
(b) Non-teaching staff
Administrators, support staff, and auxiliary workers also need motivation. Often underestimated, their work influences school climate, efficiency, and the smooth running of daily operations.
(c) Students
Students must be inspired to learn, participate, set goals, and develop intrinsic motivation.
(d) Parents and the wider community
Motivating parents toward cooperation, support, and partnership enhances school success.
Conclusion: Effective school managers must recognise the varied needs and drivers of each group.
3. Satisfying Needs: The Foundation of Motivation
The authors argue that motivation is rooted in human needs. Managers who understand these needs can better design environments that encourage positive behaviour.
When individuals feel their needs are met, they:
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demonstrate more commitment
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experience greater satisfaction
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perform better
Conversely, unmet needs lead to frustration, resistance, and disengagement.
4. Maslow’s Hierarchy of Needs
Maslow’s (1954) theory is presented as a helpful framework for understanding human behaviour. The ladder consists of:
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Physiological needs: Food, rest, physical comfort
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Safety needs: Job security, predictable environment
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Social needs: Belonging, acceptance, relationships
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Esteem needs: Recognition, status, achievement
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Self-actualisation: Realisation of personal potential
Application in schools:
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Teachers want security in employment, but also recognition for their work.
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Students need belonging (class cohesion) before focusing on academic excellence.
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Staff functioning at higher levels (esteem or self-actualisation) become natural leaders.
5. Relevance of the Hierarchy
The authors acknowledge criticisms:
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Needs do not always follow a strict progression.
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Cultural and individual differences influence priorities.
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Some people pursue high-level goals while basic needs remain unmet.
However, Maslow is still highly relevant because:
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It highlights that different people are motivated by different things.
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Managers must identify which need level is dominant for each individual.
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It encourages a holistic approach to understanding human motivation.
6. Theory X and Theory Y
Douglas McGregor’s (1960) framework examines how managers’ assumptions shape their behaviour.
Theory X (Authoritarian view)
Managers assume:
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People dislike work
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Need close supervision
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Avoid responsibility
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Are motivated mainly by fear and punishment
This results in:
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Rigid rules
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Low staff morale
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Resistance and passive compliance
Theory Y (Humanistic view)
Managers assume:
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People seek responsibility
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Are capable of self-direction
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Find satisfaction in their work
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Are naturally motivated if conditions are right
This creates:
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Autonomy and trust
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Increased innovation
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Higher engagement
Conclusion: Effective school managers adopt Theory Y, promoting empowerment rather than control.
7. Frederick Herzberg’s Two-Factor Theory
Herzberg distinguishes between:
(a) Hygiene factors (prevent dissatisfaction but don’t motivate):
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Salary
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Working conditions
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School policies
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Interpersonal relations
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Job security
Improving hygiene factors prevents complaints but does not boost motivation.
(b) Motivators (create satisfaction and drive performance):
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Achievement
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Recognition
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Responsibility
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Advancement
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Skill development
Motivators lead to true engagement.
Application in schools:
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Increasing salary alone does not motivate teachers long-term.
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Giving teachers responsibility for curriculum design, mentoring, or innovation enhances motivation.
8. Involvement
The authors emphasise that motivation grows when staff feel genuinely involved in decision-making.
Involvement strategies:
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Staff participation in school development planning
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Collaborative goal-setting
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Distributed leadership
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Professional learning communities
When people feel ownership, they show:
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Higher commitment
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Greater creativity
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Stronger loyalty to the organisation
9. Achievement Needs
Drawing on David McClelland’s Achievement Motivation Theory, the authors highlight three dominant needs:
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Need for Achievement (nAch)
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Need for Affiliation (nAff)
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Need for Power (nPow)
Implications:
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High-achievers thrive on challenges, feedback, and responsibility.
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Affiliation-driven staff prefer teamwork and relationships.
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Power-motivated individuals enjoy leadership roles.
Understanding these helps school managers allocate tasks effectively.
10. The Self-Motivated Achiever
Self-motivated achievers:
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Set high but realistic goals
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Seek feedback
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Enjoy responsibility
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Are driven by personal standards
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Persist despite difficulties
Schools benefit from encouraging such individuals through:
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autonomy
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leadership opportunities
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professional growth
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recognition systems
11. Motivation Theory and the School Manager
The authors argue that school managers must integrate multiple theories to create a motivational climate.
Effective managers:
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Diagnose individual staff needs
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Provide recognition and feedback
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Foster supportive relationships
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Delegate meaningfully
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Create opportunities for growth
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Build a positive school culture
They understand that motivation is not manipulation; it is about enabling people to realise their potential.
12. Discussion Topic
The chapter includes reflective questions such as:
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What motivates you personally as a school professional?
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How do staff in your school behave when motivated versus demotivated?
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What barriers to motivation exist in your school?
13. Further Reading
The authors recommend classical and contemporary works on:
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motivational psychology
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leadership theory
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organisational behaviour
(for academic integrity, exact listings are omitted but rooted in Maslow, Herzberg, McGregor, and McClelland).
14. Opinion Questionnaire
This tool helps school managers analyse their own assumptions about human behaviour, their management style, and their orientation toward Theory X or Theory Y.
15. Assessing the Motivation of Others
The chapter concludes with practical guidance:
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Observe behavioural cues
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Conduct informal conversations
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Use performance reviews
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Apply surveys or checklists
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Reflect on morale and engagement levels
The goal is to use data—not assumptions—to design motivation strategies.
