Introduction
It is interesting that the area of motivation also reached the pedagogical context – the area of teaching and learning. The motivational techniques had been proved as an effective tool to satisfy the need for improvement as well as in part of the performance of an employee and often leads to the competence and continuous progress.
Background of the Study and Problem Statement
There are many available interventions being applied to the employee’s working environment to increase the working performance. The motivation are the basic issue in the nature of their work and the leaders are the one who will decide on what type of motivational techniques they will do to increase the capabilities of their employees (Schultz-Gambard, Brodbeck, and Winkler, 2009). But the leaders themselves are also part of the working environment. In educational setting, the administrators, who serve as leaders, should be also motivated. Based on the behavior of the leaders as well as their managerial or leadership styles and organizational environments, the question will be on what are the effects of motivation on administrators?
Purpose of the Study
The study aims to open the idea for the administrators in tertiary institution to improve the quality of education by the idea of motivation. The administrators, as the leader of the institution should drive in the different interventions. The research believed that if the leader acted as the captain of the ship and based all of his judgment in his experiences and knowledge, the crews and the passenger will be on the sea safely.
Research Questions
The study is fueled and guided by the questions that will help the research attain the highest possible answer in the motivation of the administrators in tertiary institution.
1. How can the leaders foster the employee’s motivation as if they applied in on their own?
2. What are the motivations that can be applied by the administrators?
3. What are the possible outcomes of an affective motivation of the administrators?
Hypothesis
For most of the past studies, it is stated that the effective motivational approach being applied is the idea of rewards and incentives, only for the employees. But in the sense the administrators are involved, the motivation became different. The rewards that the administrators might have is in personal motive to the pursuance of the educational process which in terms of development of the students as well as the teachers.
Literature Review
It is identified that most of the teacher are satisfied through their aspect of teaching. The teachers are said to be intrinsically motivated because they already established their purpose of teaching or sharing the knowledge. Meanwhile, they are supported by the external motivations such as compensations and benefits (Harvey-Beavis, 2003; Menyhart, 2008). In this view, the teachers have a heart in teaching, and the administrators have the soul for improvement and the heart to achieve the goal. The administrators are also teachers and therefore, they are both intrinsically and externally motivated.
In a situational based idea, when the amount of compensation is not enough to answer the needs of a person, there is a declination of motivation and effort (Ariely, et al., 2005). This idea is same as the effects on other employees and therefore, the effort is on the organization to set another program that can help the employees reach their potential. The attention given by the leaders might involve the insight of creativity and supports the introduction of incentives or rewards for the employee who performed well in their job. In return, when an employee achieved the improvement on the performance, the leaders are also motivated.
Methodology
The applied method in the research study is in the form of interview and survey. The interview is conducted in the administrators in the leading universities or tertiary institutions. The interview will determine the amount of motivation they receive or they give to themselves in the pursuance of education. Meanwhile, the survey will determine the factors that might affect the motivation they have such as the educational attainment, experiences, or achievements that affects their focus as a leader.
Conclusion
Motivation is necessary in tertiary settings. Its main purpose is to support the effort being given before by the past leaders. The pursuance of the leaders to deliver the best effort in the institution is based on different factors that might be considered a mixture of personal and practical motivations. In the case when the performance of an employee is improved, the leaders are motivated to achieve the same result. He believes in the fact that, when one employee exceeds the working condition of the environment, there can be also chances that the other employees might excel on their craft. The performance of an individual is increasing same as the amount of motivation and effort and the intrinsic motivations are generally accepted although there are many issues regarding the idea of compensation.
References:
Ariely, D., Gneezy, U., Loewenstein, G., & Mazar, N., 2005. Large Stakes and Big Mistakes. Research Center for Behavioral Economics and Decision-Making, Vol. 11. [Online] Available at: http://www.bos.frb.org/economic/wp/wp2005/wp0511.pdf. [Accessed 25 Jan 2010].
Harvey-Beavis, O., 2003. Performance-Based Rewards for teachers: A Literature Review. Attracting, Developing and Retaining Effective Teachers. [Online] Available at: http://www.oecd.org/dataoecd/17/47/34077553.pdf. [Accessed 25 Jan 2010].
Menyhart, A., 2008. Teachers or Lecturers? The Motivational Profile of University Teachers of English. Working Papers in language Pedagogy (WoPaLP), Vol. 2. [Online] Available at: http://langped.elte.hu/W2Menyhart.pdf. [Accessed 25 Jan 2010].
Schultz-Gambard, J., Brodbeck, F., Winkler, M., 2009. What You Can Learn From Psychology About Work and Employee Motivation. Ludwig-Maximilians-University Munich. [Online] Available at: http://www.psy.lmu.de/wirtschaftspsychologie/personen/wiss_ma/winkler_martin/motivation_venedig.pdf. [Accessed 25 Jan 2010].
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