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Strategies of Motivation

It is our common experience that sometimes we do our job effectively and at times indifferently. The main reason for this is motivation. We work effectively when we are motivated and indifferently when we are de-motivated. Motivation helps us to work as effectively as possible to the best of our abilities. As every individual is unique, there is no single strategy of motivation that would be effective for all. Motivating teachers is the prime concern, today, to yield better educational outcomes.

In the real school situation, motivation is considered to be the art of creating conditions that allow every teacher to work efficiently. Number of motivational strategies may be tried out for maintaining and enhancing motivational levels of teachers. It is true that teachers can put their best efforts for school effectiveness, provided they are all well motivated. Some of the important strategies of motivation are dealt in this module. You have to choose a particular strategy or group of strategies of motivation depending on the individual, group or the situational demand.

1. Operationalize Target Plans: It is necessary to define targets as clearly as possible. After finalization of objectives, link them to the ability of the team.

2. Involve staff in Decision Making: Better way of motivating your staff is by involving them in decision making. Collective decision making leads to collective responsibility.

3. Distribution of Work Load: Some teachers like to have more and more work. They feel happy when more duties within their capacities, are assigned to them. These teachers will be motivated if large number of duties is assigned to them. This may be called as ‘horizontal loading’. For some teachers it is necessary to assign higher level of duties for retaining and enhancing their motivation. This type of work distribution may be called as ‘vertical job loading’. Some teachers get motivation in their professional development. Through refresher courses and in-service training programs, professional skills can be developed among teachers. This kind of job enrichment motivates these teachers.

4. Democratic Administration: Autocratic administration may yield to good results but here there is a definite possibility of de-motivation among teachers. On the other hand democratic administration gives good results and enhances motivational levels of teachers.

5. Dealing with Enlightened Colleagues: Educational administrators should realize that they are working with a set of enlightened colleagues. They are supposed to motivate such intellectuals who respect logic and rationality. These enlightened teachers are curious to know. Educational officers can motivate them by giving more relevant information related to a particular work. Organize staff seminars on staff development where motivation occupies the central theme of discussion. While doing this, administrators should be aware of their interests and preferences. These entry behaviors can be used as input in this motivational strategy.

6. Introspection: Through introspection, teachers can discover their self – image. Teachers are allowed to answer to questions – ‘who am I?’ and ‘what do I want?’ Teachers with positive self – concept will work with a high degree of motivation. These teachers who are in congenial environment with full support and encouragement will have positive self – concept. But for those teachers who are in adverse environment with little support and encouragement, administrators should provide help in discovering their self – image. Discovering self – image is a vital step towards motivating the individual. These concepts are discussed in the module entitled ‘self – esteem and self – actualization’.

7. Suitable Reinforcement: Precaution should be taken in matching the intensity of reinforcement with the intensity of action. This matching is possible through selection of right incentive for right situation. As far as possible result – oriented incentives are suggested. If the incentives are available without much effort, they lose motivational value.

8. Effective Communication: Major barrier of motivation is ineffective communication. Motivation will improve when communication improves. Some suggestions for effective communication are provided here under.

1.	Define why you need to communicate. Set clear objectives. Communication should be pre – planned. 2.	Look at your message through receiver’s view point. 3.	Each message should have a purpose. 4.	Select right time for the communication. 5.	Use variety of media and methods to communicate your ideas. 6.	Special care should be taken for opening and closing statements. 7.	Get your listeners involved in the message. 8.	Center on the desired results of your communication. 9.	One well stated message is worth of a dozen vague messages. 10.	Effective listening.

Communication skills for better motivation are dealt in the module entitled ‘communication skills’.

9. Caring but not Scaring: Most of the educational administrators use fear as a powerful motivator. Though fear motivates powerfully, it has negative effects. Educational administrators more frequently and easily impose fear, even though it should never be imposed. It may motivate persons for a moment but in long run causes de-motivation. Fearful teachers cannot work effectively. Hence motivate teachers by CARING rather than by SCARING. Persuasion, a challenging assignment, encouragement, sincere praise or a pat on the back are all long – term effective motivators that motivate a teacher and enhance their morale.

10. Career Counseling: Career counseling can help the teachers to adopt and progress in their career. This is essential to teachers to retain their level of motivation and to protect them from being ‘burnt out’. Educational administrators should help teacher by providing necessary information for their career development.