MODULE 2 : Analyzing the Major Theories of

Motivation

INTENDED LEARNING OUTCOMES

By the end of this module, students should be able to:

1. Define motivation and explain its significance in organizational
behavior.
2. Differentiate between classical and contemporary motivation
theories.
3. Analyze key motivation theories, including Maslow’s Hierarchy of
Needs, Herzberg’s Two-Factor Theory, McClelland’s Theory of
Needs, Vroom’s Expectancy Theory, Deci & Ryan’s Self-
Determination Theory
4. Apply motivation theories to real-world organizational settings
through case studies, discussions, and debates.

Introduction
Motivation plays a crucial role in shaping human behavior, particularly in
organizational and educational settings. Understanding what drives individuals to act,
perform, and persist is fundamental to effective leadership, student engagement, and
institutional success.
This module, "Analyzing the Major Theories of Motivation," provides a
comprehensive overview of classical and contemporary motivation theories. It explores
how different motivation models—such as Maslow’s Hierarchy of Needs, Herzberg’s Two-
Factor Theory, McClelland’s Theory of Needs, Vroom’s Expectancy Theory, and Deci &
Ryan’s Self-Determination Theory—explain human behavior, performance, and goal
achievement.
As we delve into the study of motivation, you will be encouraged to critically assess
how leaders, educators, and institutions can create inspiring and productive environments
that promote success and well-being.

Lesson 1: Understanding Motivation

Motivation is a fundamental concept in human behavior and organizational
dynamics. It plays a crucial role in decision-making, goal-setting, performance, and
perseverance across different fields, including education, business, and psychology. A
deep understanding of what motivates individuals enables educators, managers, and
leaders to design environments that enhance engagement, productivity, and satisfaction.
Definition of Motivation
Motivation is defined as the internal and external forces that drive individuals to
take action toward achieving specific goals. It determines the level of effort, direction, and
persistence a person exhibits in any given task.
Three Key Components of Motivation:
1. Direction – The choice of behavior based on available alternatives.
o Example: A teacher may choose to pursue professional development to
enhance classroom teaching skills rather than remaining stagnant.
2. Intensity – The amount of effort put into the chosen behavior.
o Example: Two students preparing for an exam may both study, but one may
put in more hours and use multiple study resources, demonstrating greater
intensity.
3. Persistence – The sustained effort over time, despite challenges or setbacks.
o Example: An educator who continuously revises lesson plans and adopts
innovative teaching strategies, despite facing administrative challenges,
exhibits persistence.
Why is Motivation Important?
• Enhances Performance: Motivated individuals work harder and more efficiently.
• Increases Engagement: When people feel driven, they remain focused and
involved in tasks.
• Promotes Personal Growth: Encourages continuous learning and improvement.
• Affects Job and Academic Satisfaction: Motivation directly impacts teacher job
satisfaction, student learning, and workplace morale.

Types of Motivation
1. Intrinsic Motivation (Internal Drive)
Intrinsic motivation arises from within the individual and is not dependent on
external rewards. It is driven by a person’s personal interest, passion, enjoyment, and
curiosity. Individuals who are intrinsically motivated engage in activities because they find
them fulfilling rather than for external rewards.
Key Characteristics of Intrinsic Motivation:
• Driven by enjoyment or personal interest rather than rewards.
• Linked to personal values and self-growth.
• Encourages long-term engagement and satisfaction.
Examples in Educational Settings:
• A teacher conducting research out of curiosity and a desire to improve educational
methods.
• A student reading beyond the syllabus because they find the subject fascinating.
 • A school administrator implementing new policies to create a better learning
environment, not for recognition but for personal fulfillment.
Impact of Intrinsic Motivation in Education:
• Enhances creativity and problem-solving skills.
• Leads to deeper learning as individuals engage more meaningfully.
• Encourages lifelong learning without dependence on external rewards.

2. Extrinsic Motivation (External Incentives)

Extrinsic motivation is driven by external rewards or incentives such as grades,
money, recognition, promotions, or approval from others. Individuals who are extrinsically
motivated perform tasks because of anticipated rewards or consequences, not
necessarily because they enjoy them.
Key Characteristics of Extrinsic Motivation:
• Based on external reinforcement (e.g., salary, awards, grades).
• Often used to encourage behavior through tangible rewards.
• Can be short-term but highly effective in structured settings.
Examples in Educational Settings:
• A student studying diligently to earn a scholarship rather than out of a love for the
subject.
• A teacher working extra hours to receive a performance-based salary bonus.
• A school principal implementing policies based on achieving high school rankings
rather than genuine concern for quality education.
Impact of Extrinsic Motivation in Education:
• Encourages goal-setting and measurable performance.
• Can increase productivity but may lead to dependence on external rewards.
• May not sustain long-term engagement if intrinsic interest is lacking.

Comparison of Intrinsic vs. Extrinsic Motivation

Factors Intrinsic Motivation Extrinsic Motivation

Comes from external rewards or

Source of Drive Comes from within the individual
pressures

Long-lasting, fosters deep May fade if external rewards are

Sustainability
engagement removed

Examples in Reading for pleasure, researching Studying for grades, working for
Schools for knowledge a salary

Long-term learning, creativity, Short-term performance,

Best For
self-growth compliance, rewards
The Role of Motivation in Education and Workplaces
1. How Motivation Impacts Student Learning
• Highly motivated students are more likely to engage in class, participate in
discussions, and complete assignments.
• Intrinsically motivated students tend to develop deeper conceptual understanding.
• Extrinsic motivation can help struggling students stay on track, but they may lose
interest once rewards are removed.
2. How Motivation Affects Teachers and School Leaders
• Motivated teachers create engaging lesson plans, innovate teaching methods, and
inspire students.
• Administrators can use motivation strategies to encourage faculty collaboration
and leadership.
• Reward structures should balance intrinsic and extrinsic incentives to maintain
teacher morale and reduce burnout.
3. The Balance Between Intrinsic and Extrinsic Motivation
A well-functioning school or organization needs both types of motivation to drive
success:
• Intrinsic motivation leads to deeper engagement and personal fulfillment.
• Extrinsic motivation is effective for achieving measurable results and maintaining
structure.
• Best strategy: Create an environment where external rewards support intrinsic
growth.

Key Questions for Analysis and Discussion:

1. Which is more effective in educational settings, intrinsic or extrinsic motivation?
Why?
2. How can school administrators balance intrinsic and extrinsic motivation for
teachers?
3. Can extrinsic rewards decrease intrinsic motivation? Give an example.
4. How can intrinsic motivation be nurtured among students in schools?
5. Discuss a situation where you were extrinsically motivated to complete a task. How
did it affect your performance?
6. How can leaders use motivation theories to increase productivity in schools or
organizations?
7. What strategies can parents and educators use to shift students from extrinsic to
intrinsic motivation?

Lesson 2: Classical Motivation Theories

 Understanding motivation theories is essential in shaping human behavior in both
organizational and educational settings. Classical motivation theories, developed by early
psychologists and researchers, offer a framework for understanding what drives people
to work harder, learn, and persist in their tasks. These theories help educators,
administrators, and managers design environments that enhance motivation, productivity,
and job satisfaction.

1. Maslow’s Hierarchy of Needs (1943)

Key Concepts
Maslow proposed that humans have a hierarchical structure of needs that drive
motivation. Individuals must satisfy lower-level needs before progressing to higher-level
needs. The five levels of needs are:
1. Physiological Needs – Basic survival needs, such as food, water, sleep, and
shelter.
2. Safety Needs – Security and stability, including job security, financial stability, and
a safe environment.
3. Social Needs – Belongingness, love, and relationships, such as friendships, family,
and social groups.
4. Esteem Needs – Recognition, self-worth, and achievements that bring respect
from others.
5. Self-Actualization – The highest level, where individuals strive to realize their full
potential and personal growth.
Educational Application
Maslow’s theory suggests that students and teachers will not perform at their best
unless their basic needs are met first.
• Physiological Needs: Schools should ensure students have access to meals, rest,
and a comfortable learning environment. Teachers need adequate salaries to meet
their personal needs.
• Safety Needs: Schools should provide a secure campus, anti-bullying policies, and
clear job security for teachers.
• Social Needs: Encouraging peer collaboration, extracurricular activities, and
faculty teamwork helps fulfill this need.
• Esteem Needs: Recognizing teacher excellence through awards or student
achievements through honors programs fosters motivation.
• Self-Actualization: Schools should provide continuous learning opportunities,
creative activities, and leadership training for both students and teachers.

Example: A student struggling with family issues (social needs) may not focus on
academic success until emotional support is provided. Similarly, a teacher worried about
job security (safety needs) may not be motivated to introduce creative teaching methods.

2. Herzberg’s Two-Factor Theory (1959)

Key Concepts
 Herzberg’s research found that motivation in the workplace is influenced by two
sets of factors:
1. Hygiene Factors (Prevent Dissatisfaction) – These factors do not increase
motivation but prevent dissatisfaction if properly addressed.
o Examples: Salary, work conditions, job security, company policies, and
supervision.
2. Motivators (Increase Job Satisfaction) – These factors lead to higher job
performance, engagement, and satisfaction.
o Examples: Achievement, recognition, personal growth, responsibility, and
career advancement.
Educational Application
Herzberg’s theory helps school administrators understand why teachers or
students may feel disengaged or demotivated.
• Hygiene Factors in Education:
o Ensuring fair teacher salaries and benefits.
o Providing safe, well-equipped classrooms for students.
o Offering clear academic and disciplinary policies to minimize stress.
• Motivators in Education:
o Encouraging teacher professional growth through workshops and
mentorship programs.
o Recognizing student excellence through awards and leadership roles.
o Allowing teachers autonomy in lesson planning to increase job satisfaction.

Example: If a school raises teacher salaries without offering growth opportunities or

recognition, motivation will not increase. However, if teachers feel valued and given
professional development, they will be more committed to their work.

3. McClelland’s Theory of Needs (1961)

Key Concepts
McClelland proposed that motivation is based on three dominant needs, which
vary among individuals:
1. Need for Achievement (nAch) – The drive to set and accomplish challenging goals.
2. Need for Affiliation (nAff) – The desire for social relationships and teamwork.
3. Need for Power (nPow) – The desire to influence or control others and be
recognized as a leader.
Educational Application
McClelland’s theory is useful for identifying leadership potential and designing role
assignments in schools.
• High Achievement-Oriented Individuals:
o Best for roles that require goal-setting (e.g., research-based projects).
 o Encouraged through competitions, measurable goals, and personal
milestones.
o Example: A student who is self-driven and competitive may benefit from
advanced placement programs or research opportunities.
• High Affiliation-Oriented Individuals:
o Work best in collaborative environments and value interpersonal
relationships.
o Encouraged through team-based learning, student councils, and faculty
collaboration.
o Example: A teacher who enjoys teamwork might be a great advisor for
student clubs.
• High Power-Oriented Individuals:
o Thrive in leadership roles and decision-making.
o Encouraged through school leadership training programs and
administrative opportunities.
o Example: A teacher who enjoys influencing change may be an excellent
department head or school principal.

Example: A principal looking to build a strong faculty can assess teachers’ dominant
needs and assign roles accordingly (e.g., department heads with a high Need for Power,
mentorship coordinators with a high Need for Affiliation).

Comparison of Classical Motivation Theories

Theory Main Idea Application in Schools

Maslow’s People must satisfy basic Ensure student and teacher well-
Hierarchy of needs before pursuing higher being, job security, and opportunities
Needs goals. for growth.

Job satisfaction depends on Improve work conditions (hygiene)

Herzberg’s Two-
hygiene factors and and provide career growth
Factor Theory
motivators. opportunities (motivators).

People are motivated by Assign leadership, mentoring, and

McClelland’s
achievement, affiliation, or goal-oriented roles based on
Theory of Needs
power. individual needs.

Discussion Questions for Critical Thinking

1. How can Maslow’s Hierarchy of Needs help administrators understand student
motivation?
2. Can a teacher be satisfied with hygiene factors alone (salary, benefits), or do they
need motivators (recognition, career growth)?
3. How can school leaders use McClelland’s theory to improve faculty assignments
and student leadership?
 4. What happens when basic needs (Maslow) or hygiene factors (Herzberg) are not
met in a school setting?
5. How do cultural differences influence motivation theories in global education
systems?
Classical motivation theories remain highly relevant in understanding what drives
students, teachers, and administrators. By applying these theories, school leaders can
enhance engagement, job satisfaction, and student success.

Lesson 3: Contemporary Motivation Theories

As organizational behavior and psychology evolved, researchers expanded on
classical motivation theories to better understand modern workplaces, educational
settings, and human behavior. Two of the most influential contemporary motivation
theories are:
1. Vroom’s Expectancy Theory (1964)
2. Deci & Ryan’s Self-Determination Theory (1985)
These theories offer more complex and practical insights into motivation, focusing
on perceptions of effort, autonomy, competence, and relatedness. In educational settings,
these concepts enhance student engagement, teacher performance, and school
leadership.

1. Vroom’s Expectancy Theory (1964)

Key Concepts
Vroom’s Expectancy Theory suggests that motivation is based on an individual's
perception of the relationship between effort, performance, and rewards. The theory
consists of three components:
1. Expectancy – The belief that effort will lead to successful performance.
o Example: A student who believes studying will improve their grades is more
likely to put in effort.
o If students think their efforts won’t lead to success (due to difficult exams or
poor teaching), motivation decreases.
2. Instrumentality – The belief that performance will lead to rewards.
o Example: If a teacher believes that excellent teaching evaluations lead to
promotion, they will be motivated to improve performance.
o If students doubt that high grades lead to rewards (like scholarships or
career opportunities), motivation weakens.
3. Valence – The value placed on the reward.
o Example: If a student values career opportunities over grades, they may
focus on skill-building rather than academic scores.
o If a teacher does not value recognition or promotion, high performance may
not be a motivator.
Motivation Formula in Vroom’s Theory
 Motivation= Expectancy × Instrumentality × Valence
If any of the three components is weak, motivation decreases.

Example:
• A teacher might not be motivated to attend training if they believe it won’t improve
their teaching skills (low expectancy) or won’t lead to career growth (low
instrumentality).

Educational Application
Vroom’s Expectancy Theory can enhance motivation in schools and universities
by ensuring that students and teachers perceive a clear connection between effort,
performance, and rewards.
• For Students:
o Ensure clear rewards like scholarships, certificates, internships, or job
placement opportunities for high performance.
o Provide meaningful feedback so students understand how effort leads to
improvement.
• For Teachers:
o Offer career advancement opportunities based on performance and skill
development.
o Recognize high-performing teachers through awards, salary increases, or
leadership roles.

Example: If students believe that scoring high grades leads to good job prospects,
they are more motivated to study and excel.

2. Deci & Ryan’s Self-Determination Theory (1985)

Key Concepts
Deci & Ryan’s Self-Determination Theory (SDT) states that motivation is highest
when three basic psychological needs are met:
1. Autonomy – The ability to have control over decisions and actions.
o When people feel they have choice and freedom, they are more motivated.
o Example: A teacher designing their own lesson plans feels more engaged
than one forced to follow a rigid curriculum.
2. Competence – The feeling of being capable and effective in tasks.
o If people believe they can successfully complete a task, motivation
increases.
o Example: A student who masters a skill through practice feels more
confident and eager to learn.
3. Relatedness – The need to feel connected to others and a sense of belonging.
o Supportive relationships in schools and workplaces enhance motivation.
 o Example: Students who feel respected and valued by teachers are more
engaged in learning.

Intrinsic vs. Extrinsic Motivation in SDT

• Intrinsic Motivation: Driven by personal interest, curiosity, and passion.
• Extrinsic Motivation: Driven by external rewards like grades, money, or promotions.

Example:
• A student might study hard because they love learning (intrinsic motivation) or
because they want to earn high grades (extrinsic motivation).
• A teacher might innovate in the classroom because they enjoy the process
(intrinsic) or because it leads to promotion (extrinsic).
SDT suggests that intrinsic motivation is more powerful in sustaining long-term
engagement.

Educational Application
1. Autonomy in Learning & Teaching
o Students: Allowing students to choose topics for research projects
increases engagement.
o Teachers: Giving teachers freedom to innovate in lesson planning enhances
job satisfaction.
2. Building Competence in Schools
o Students: Provide personalized learning and constructive feedback to
improve confidence.
o Teachers: Offer mentorship programs to help educators develop new skills.
3. Enhancing Relatedness & Community
o Students: Promote collaborative projects, extracurricular activities, and peer
mentoring.
o Teachers: Encourage faculty teamwork and professional development
groups.

Example: A school that allows students to design their own projects (autonomy),
ensures they develop the right skills (competence), and builds a supportive community
(relatedness) will have highly motivated learners.

Comparison of Vroom’s Expectancy Theory & Deci & Ryan’s Self-Determination Theory

Theory Key Idea Application in Schools

Vroom’s Motivation depends on Schools should create clear

Expectancy expectancy (effort → pathways from effort to
Theory performance), instrumentality performance and performance to
Theory Key Idea Application in Schools

(performance → rewards), and meaningful rewards (e.g.,

valence (value of rewards). scholarships, promotions).

Deci & Ryan’s Motivation is highest when people Schools should increase student
Self- have autonomy (control), and teacher autonomy, provide
Determination competence (skill mastery), and skill-building opportunities, and
Theory relatedness (social connection). create a supportive environment.

Discussion Questions for Critical Thinking

1. How can school administrators increase expectancy in students according to
Vroom’s theory?
2. Why do some students or teachers lose motivation despite rewards?
3. How can autonomy, competence, and relatedness improve teacher motivation?
4. Is intrinsic motivation always stronger than extrinsic motivation? Why or why not?
5. How does Self-Determination Theory apply to student motivation in online
learning?
6. Can Vroom’s Expectancy Theory explain low student participation in certain
subjects?
7. How can schools balance extrinsic rewards and intrinsic motivation for long-term
engagement?

Activities & Assignments

Case Study Analysis:

• Analyze a school that successfully implemented expectancy or self-determination
strategies.

Role-Playing & Group Discussions:

• Scenario 1: A school principal wants to increase teacher motivation. Should they
use Vroom’s theory or Self-Determination Theory?
• Scenario 2: A teacher notices students are not motivated in class. How can they
apply SDT to improve engagement?

Motivation Survey & Self-Assessment:

• Students & teachers take a motivation assessment to determine whether they are
more extrinsically or intrinsically motivated.

Debate:
• “Are external rewards necessary for motivation, or do they reduce intrinsic drive?”

Final Thoughts
 Both Vroom’s Expectancy Theory and Deci & Ryan’s Self-Determination Theory
provide valuable insights into why people engage in tasks, how motivation can be
increased, and how educational institutions can create an environment that fosters
growth.
By applying these theories, schools and organizations can enhance performance,
creativity, and long-term success.

Articles for Study & Analysis:

1. The Impact of Leadership Behavior on School Performance (researchgate.net)
2. The Impact of Educational Leadership in Improving the Learning Experience
(researchgate.net)
3. The Impact of Transformational School Leadership on School Staff and Culture
(mdpi.com)
4. Exploring School Leadership Styles Used to Improve Instruction and Transform
Schools (digitalcommons.uncfsu.edu)

Discussion Questions:
1. How do motivation theories influence leadership styles in schools?
2. Compare and contrast intrinsic and extrinsic motivation in the classroom.
3. How can Vroom’s Expectancy Theory be applied to increase teacher motivation?
4. What are the best strategies for improving student motivation in online learning?
5. How does Herzberg’s Two-Factor Theory explain job dissatisfaction among
educators?
6. How can school leaders use Deci & Ryan’s Self-Determination Theory to build a
positive school culture?
7. Discuss the role of rewards in motivating teachers and students.
8. How can OB theories help reduce teacher burnout?

Activities & Assignments:

Case Study Analysis:

• Choose an educational institution and analyze how motivation theories are
applied in teacher engagement.

Debate:
• Topic: “Financial incentives are the most effective motivators for teachers and
students.”
• “Money is the biggest motivator for teachers.” Agree or disagree?

Role-Playing Activity:
 • Scenario: School administrators must apply motivation theories to improve
faculty morale.

Research Paper:
• Topic: Investigate how motivation impacts faculty retention in schools.

Simulation Exercise:
• Use a real-world classroom scenario to test the impact of different motivation
strategies.

Assessment Tasks:

✔ Quiz: Multiple-choice and short-answer questions on motivation theories.

✔ Case Study: Analyze motivation strategies used in a real-world educational institution.
✔ Debate & Presentation: Compare classical vs. contemporary motivation theories.
✔ Written Reflection: Describe a motivational strategy that could improve student
performance.

Recommended References:

Books & Research Articles:

1. Luthans, F. (2021). Organizational Behavior: An Evidence-Based Approach.
McGraw-Hill.
2. Robbins, S. P., & Judge, T. A. (2022). Organizational Behavior. Pearson.
3. Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in
Human Behavior. Springer.
4. McClelland, D. C. (1961). The Achieving Society. Van Nostrand Reinhold.

Final Reflection & Wrap-Up Activity:

Final Question:
• Which motivation theory do you believe is the most effective in an educational
setting? Why?

Presentation Assignment:
• Create a motivational plan for teachers or students using at least two OB
theories.

Prepared by:

DR. KIER P. DELA CALZADA

Associate Professor II