Maslow’s Hierarchy of Needs

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Motivation is defined by HOY and Miskel as “the complex, forces, drives, need, tension states, or other mechanisms that start and maintain voluntary directed toward the achievement of personal goals”, (Olga James-Reid 2001). From this I have concluded that motivation is the result of processes, internal or external to the individual that arouses enthusiasm and persistence to pursue a certain course of action. When applied to the school situation, motivation must be interested in terms of one’s desire to work or to learn. A motivated teacher or student is one who is activated to engage in work behavior, one who has a goal towards which he or she is heading, and who has the inclination to sustain the behavior over a period of time, (Heilman and Hornstein), (Olga James-Reid 2001). Motivational behaviours are categorized into three components, the energizing, channeling and maintenance components. If managers of schools or classroom are to motivate people placed in their charge, they need to understand what makes people willing and ready to engage in work behavior even beyond the level of contractive agreement, what makes them choose to do activity or work in one organization and not another, and what makes them continue in a particular role, or remain in an organization or concentrate on an area of study, in spite of the fact there are other available options (Olga James-Reid 2001). Abraham Maslow is a famous theorist which encompasses everything from basic needs to self-actualization in order to demonstrate what motivates people. Abraham Maslow devised a motivational theory for psychology. This theory, also known as Maslow’s Hierarchy of Needs, states that people aim to meet their needs in the form of a hierarchy with five basic classes of motives, namely, physiological, safety, belonging and love, self esteem and self-actualization needs. The first two levels of the hierarchy are basic (physiological and safety) needs. The next three levels are higher needs or...
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