Effective School Management

participation in the selection of targets, moderate goals and fast, clear-cut
feedback on the results each individual is achieving, etc.
For achievers themselves, McClelland believes that many standard
supervisory practices are inappropriate and in some cases may even hinder
their performance. Work goals should not be imposed on achievers. They not
only want a voice in setting their own goals but they are also unlikely to set
them lower than they think they can reach. Highly specific directions and
controls are unnecessary; some general guidance and occasional follow-up
will do. But if the job does not provide its own internal feedback mechanism
regarding the achiever’s effectiveness, as is the case, for example, in some
professional or administrative jobs, then it is vitally important to achievers
that they be given frank, detailed appraisals of how well they are performing
in their jobs.
MOTIVATION THEORY AND THE SCHOOL MANAGER
The key to effective management is the ability to get results from other
people, through other people and in conjunction with other people. If the
underlying psychology is wrong, the most carefully constructed system and
techniques will fail. Efficient headteachers are not necessarily effective
headteachers. But if relationships and motivation are good, people will
readily accept and overcome some administrative or environmental flaws
(but see Herzberg, 1975, p. 29).
Three basic rules should underlie management relationships and the
application of any technique:
(1) We should remember to use the ‘motivators’, i.e. people’s need for
achievement, recognition, responsibility, job interest, personal growth
and advancement potential. We tend to underestimate the needs of other
people in these areas. Involving others in decisions which affect them is
one way of meeting all or most of these needs. This principle is as valid
for the caretaker or the dinner lady as it is for teaching staff.
(2) The relative intensity of psychological needs will vary greatly from
person to person and from time to time. There are people who simply are
not interested in motivators, or who do not wish to have these needs
satisfied at work. If a teacher’s spouse loses his or her job, security needs
may well be the most important need. If there is a marriage break-up,

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MOTIVATING PEOPLE
3 5
both security and social needs may surface, though these may be
followed later by a need to find renewed interest and achievement in the
job.
These are predictable and often recognizable behavioural phenomena.
However, when symptoms and causes are less obvious, the risk is that
we misjudge the needs of colleagues or friends. Some of us have a
tendency to assume that the needs of others are the same as our own;
others tend to assume the opposite.
As a fairly light-hearted exercise in judging your ability to assess the
motivation of others, you may like to try Exercise 2 at the end of this
chapter with a group of colleagues or friends.
(3) We should try to suit our management behaviour to both the personalities
and the needs of the situation. Our automatic behavioural reaction may
not be the right one. Think about the alternatives.
Despite every effort there will remain individuals who have no wish to be
‘motivated’ and who view with suspicion any attempt to increase their
responsibilities, job interest or involvement. Such attitudes may typically be
found in caretakers, ancillary staff or teachers who are frustrated. However,
the danger is always that we give up too easily. The right approach may
prompt a surprisingly warm response.
PERSONAL APPLICATIONS
(1) (a) Invite the members of your department to complete the Opinion
Questionnaire of Exercise 1, making it very clear that this is not a test of
their competence but of the environment in which they work.
(b) Discuss the results either on a one-to-one basis or in a departmental
group. Try to find and agree for each person one thing that would increase
job satisfaction. Put it into practice.
(2) Try to identify some ‘self-motivated achievers’. Consider to what extent the
standards by which they judge their achievement are compatible with the
school’s goals.
DISCUSSION TOPIC
How can we apply the motivation theories in this chapter to the motiva-
tion of parents, children and governors?
FURTHER READING
Adair, J. (2003) The Inspirational Leader: How to Motivate, Encourage and Achieve Success,
Kogan Page, London.
Fraser, L. (1992) Maximising People Power in Schools: Motivating and Managing Teachers
and Staff, Corwin, London.
Stewart, V. and Stewart, A. (1988) Managing the Poor Performer, Gower, Aldershot.

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EFFECTIVE SCHOOL MANAGEMENT