Theories of Motivation

Goal Theory - John Locke

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This is an example of the Goal Theory

The well-known motivational theory (Links to an external site.) of Maslow was discussed earlier. Another theory sometimes considered under the heading of motivation is goal theory, or the theory of goal-setting. This theory is based mainly on the work of John Locke, a seventeenth-century philosopher.

The basic premise of goal theory is that people’s goals or intentions play an important part in determining behaviour. People strive to achieve goals in order to satisfy their emotions and desires. Goals guide people’s responses and actions. Goals direct work behaviour and performance, and lead to certain consequences.

Goal-setting and performance

The combination of goal difficulty and the extent of the person’s commitment to achieving the goal regulates the level of effort expended. People with specific quantitative (Links to an external site.)goals, such as a defined level of performance (Links to an external site.)or a given deadline for completion of a task, will perform better than people with no set goals or only a vague goal such as ‘do the best you can’.

Practical implications for the educational leader and educator

Specific performance goals should be systematically identified in order to direct behaviour and maintain motivation.
Goals should be set at a challenging but realistic level.
Complete, accurate and timely feedback and knowledge of results are usually associated with high performance.
Goals can be determined either by a superior (Links to an external site.) or by individuals themselves.

It is important to set high but not unrealistic expectations for learners. Learners must have something worthwhile to work and strive for. A 100% school attendance for classes may be rewarded by a trophy which may be kept for a week. A 100% individual school attendance may be rewarded by a certificate at the end of the year.

Academic achievements (Links to an external site.) may be rewarded by announcing the top ten academic achievers at the beginning of each school term. Achievers evenings could be used to reward academic, sport and cultural achievers. Please don’t forget to also reward learners who showed academic improvement through the academic year.

Positive conduct should also be rewarded. A secondary school (Links to an external site.) in one of the rural areas of Mpumalanga annually invites a former learner who has obtained a degree at one of the universities in the country to tell the learners and parents on their achievers evening what he or she did to achieve despite poverty and poor circumstances.

Reinforcement theory

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This theory posits that behaviour that has pleasant consequences will probably be repeated, while behaviour (Links to an external site.)that has unpleasant consequences will probably not be repeated.

This theory posits that behaviour that has pleasant consequences will probably be repeated, while behaviour (Links to an external site.)that has unpleasant consequences will probably not be repeated.

Reinforcement theory rests on the modification of behaviour, which is a systematic attempt to change the behaviour of an individual by manipulating reinforcing influences.

To encourage particular behaviour, the individual is rewarded (positively reinforced) as he or she gets closer to the desired behaviour.
The desire to avoid undesirable consequences can also reinforce desirable behaviour.
Reinforcement (Links to an external site.)can be negative, and one may differentiate between two types of negative reinforcement, namely punishment (Links to an external site.)and suppression.

As far as education is concerned, the continuous use of negative reinforcement to motivate learners is unacceptable. Educators who make exclusive use of an autocratic style of management are usually dependent on negative reinforcement. Great demands are made of learners to function successfully, while little is said about the individual’s work satisfaction, development of a sense of personal worth, recognition and appreciation. The self-realisation of learners is usually damaged during the process.