Effective School Management

Figure 3.2
Motivators and hygiene factors
Source: Herzberg (1975)
Achievement
Work content
Responsibility
Recognition
Advancement
Supervision
Working conditions
Relationships
Salary
Dissatisfaction
Satisfaction
40
30
20
10
0
10
20
30
40
Company policy

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MOTIVATING PEOPLE
3 1
• Achievement. This is a measure of the opportunities for you to use
your full capabilities and make a worthwhile contribution. It includes
the possibilities for testing new and untried ideas.
• Responsibility. A measure of freedom of action in decision-taking, style
and job development.
• Recognition. An indication of the amount and quality of all kinds of
‘feedback’, whether good or bad, about how you are getting on in the
job.
• Advancement. This shows the potential of the job in terms of
promotion – inside or outside the organization in which you currently
work.
• Work itself. The interest of the job, usually involving variety, challenge
and personal conviction of the job’s significance.
• Personal growth. An indication of opportunities for learning and
maturing.
At this point you may like to look at how ‘motivating’ your own job is, in
Herzberg’s terms, by completing and scoring Exercise 1 at the end of this
chapter.
Educators’ jobs usually score fairly high in Herzberg’s terms, though low
scores on ‘Recognition’ are not uncommon. This is less a particularity of the
teaching profession than a British or European cultural norm. We hesitate to
tell people how they are getting on, though this knowledge is not only an
element in job satisfaction but also essential for improvement and adjusting
to the needs of the job. This should be the purpose of staff appraisal.
The relationship between the Herzberg ‘motivators’ and the top two levels
of Maslow’s hierarchy is self-evident.
INVOLVEMENT
Where staff at any level are ‘involved’ in decisions taken by their superiors,
peers or even subordinates, all the motivators are brought into play. This is