People often wonder what motivates a teacher to teach. What makes these educators get up out of bed everyday and get ready? With their coffee in one hand and a stack of papers in the other, they head to a classroom with more than 30 sometimes screaming children or unruly teenagers? It all comes down to intrinsic rewards and the help teachers can receive from supportive administrators. Intrinsic rewards are not one’s salary or benefits, but the feeling of self-respect, accomplishment and personal growth that can only be understood by the person experiencing those rewards.
Theorists agree that what motivates people inside is a psychological complex process but no comprehensive theory exists. However, a theorist named Abraham Maslow believed that people want to satisfy their lower level needs as well as their higher level needs. Lower level needs include security, belonging, and the need for love while higher level needs are self esteem, self actualization, and achieving one’s full potential. A study conducted by Pastor and Erlandson in 1982 found that teachers measure their job satisfaction by participation in decision-making, having both freedom and independence, experiencing a challenge, and lastly, by having the opportunity to learn and be creative. Another study by Sergiovanni found that teachers get great satisfaction when they affect the lives of their students and experience both recognition and the feeling of responsibility.
Administrators can also encourage their teachers to do their best everyday. In 1983, a survey by Brodinsky and Neill found that shared governance, in-service education, and supportive evaluation were all effective polices which helped motivate educators. Shared governance is said to promote harmony among the teachers and administrators while giving teachers a vested interest in school performance. In-service education is also helpful because it allows teachers to share ideas and discuss professional concerns with other fellow teachers. These sessions and seminars can improve a teacher’s techniques while giving them new ideas to try in their own classroom. Lastly, a good evaluation system provides teachers with feedback so that they can grow as educators.
Theorists agree that what motivates people inside is a psychological complex process but no comprehensive theory exists. However, a theorist named Abraham Maslow believed that people want to satisfy their lower level needs as well as their higher level needs. Lower level needs include security, belonging, and the need for love while higher level needs are self esteem, self actualization, and achieving one’s full potential. A study conducted by Pastor and Erlandson in 1982 found that teachers measure their job satisfaction by participation in decision-making, having both freedom and independence, experiencing a challenge, and lastly, by having the opportunity to learn and be creative. Another study by Sergiovanni found that teachers get great satisfaction when they affect the lives of their students and experience both recognition and the feeling of responsibility.
Administrators can also encourage their teachers to do their best everyday. In 1983, a survey by Brodinsky and Neill found that shared governance, in-service education, and supportive evaluation were all effective polices which helped motivate educators. Shared governance is said to promote harmony among the teachers and administrators while giving teachers a vested interest in school performance. In-service education is also helpful because it allows teachers to share ideas and discuss professional concerns with other fellow teachers. These sessions and seminars can improve a teacher’s techniques while giving them new ideas to try in their own classroom. Lastly, a good evaluation system provides teachers with feedback so that they can grow as educators.
No comments:
Post a Comment