Section I
The leadership challenges presented in the case study require an understanding of both motivators and hygiene factors in the content; therefore Herzberg’s two-factor theory is useful for addressing the teacher’s worries (Lunenburg & Ornstein, 2012, p. 89). That is, I would begin to address the situation by remaining mindful of how there can be intrinsic rewards pointed out in the professional development and the work. This is certainly a job content issue, and it is clear that the summer stipend, or more pay, is only a hygiene factor and thus not sufficient for proper motivation here (Lunenburg & Ornstein, 2012, p. 86). One argument that could be made to the teachers is that increased dissatisfaction in the face of change will potentially affect their job performance even though they remain worried that their job performance will be judged by these new measurements. Working conditions and job security are fears that need allayed, but in simply removing fear, one is not able to motivate them to take on the new challenges of the pilot program.
Therefore, there needs to be an attempt to motivate by explaining the benefits of the work itself and how it can lead to improved responsibility and growth in the workplace (Lunenburg & Ornstein, 2012, p. 86). Herzberg’s two-factor theory helps with working this out because the conversation with the teachers will address their so-called lower level concerns in a genuine manner, but the plan would be to focus on those teacher points about the benefits of quarterly assessments and bring this back to a point about how professional development will distinguish these teachers throughout the district. This will potentially motivate them with respect to their job worries if it can be done in a thoughtful manner. I would encourage the teachers that this is an opportunity for collective learning and that what some see as a