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Developing a Motivational Plan

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Developing a Motivational Plan
Educational leaders are confronted with the task of inspiring and sustaining teacher motivation (Luce, 1998). In order to achieve such a daunting task, school administrators must be in tune to the motives and needs of the faculty in an effort to induce particular behaviors (Hersey, Blanchard, & Johnson, 2008). Motives can be defined as needs, drives, or wants within a person that result in an intentional or unintentional goal (Hersey et al., 2008). Determining what motivates all of the people all of the time presents quite a challenge, so a concentration on what motivates most of the people most of the time could be a realistic approach when applying a motivational theory (Razik & Swanson, 2010). The incisive school leader must be aware of the various means to utilize underlying intrinsic and extrinsic factors in conjunction with motivational theories to stimulate a motivational plan that will seek results. The implementation of a motivational theory that maximizes efforts of sustaining motivation among a majority of the staff is at the heart of my plan based on the extremely low levels of motivation within my school environment. I will highlight the self-determination theory and how its implementation can enhance motivation at my school.
Self-Determination Theory
The self-determination theory offers a structure that looks closely at the factors that influence motivation. According to this theory, the degree to which an environment is controlled will influence the extent to which an individual feels intrinsic motivation toward a particular activity (Lechuga & Lechuga, 2012). A school leader that offers individual support to classroom teachers will see heightened motivation. When the school leader enables teachers to enjoy a certain level of choice regarding strategies, curriculum, or creativity, a greater level of trust

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