Leading Change in Organizations by Incentivizing Teachers to Stimulate Motivation

Leading Change in Organizations by Incentivizing Teachers to Stimulate Motivation

Delia Elena Mateias (George Washington University, Washington, DC, USA)
Copyright: © 2013 |Pages: 14
DOI: 10.4018/ijabe.2013070101
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Abstract

In this article, a conceptual model for the study of motivational dynamics behind leading change in educational organizations is proposed. In support of the present model, this article includes (a) a delineation and critical analysis of the theoretical frameworks in relation to the understanding of the development of motivation concept, and (b) a conceptualization of motivational dynamics by relating the organization’s aims to the external educational context, and, moreover to the external market requirements. Based on the above considerations, a leader’s integrative conceptual model of promoting motivation is presented, anchored within a dynamic capabilities paradigm, emhasizing the importance of motivation toward strategic organizational change.
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1. Introduction

In an era of globalization, motivation is considered the most effective dynamic capability for developing a leading 21st century organization. A significant body of literature on organizational effectiveness supports motivation theory as the key to predicting success both at the individual and the organizational levels (Vallerenad, 1997; Davis et al., 1992; Venkatesh, 1999; Grewal et al., 2001). To respond to market requirements, nowadays, organizations have to learn how to adapt, renew, and recreate, bringing new motivational dynamics to further reinvent themselves.

The concept of dynamic capabilities, defined as a ‘wide range of resources, processes and capabilities’ (Wang & Ahmed, 2007 p.31) has been widely studied by researchers, in line with organizational performance. However, some researchers have relied mainly on observable market factors or structural variables, ignoring the motivation dimension. Moreover, competitive dynamics research stresses that at the core of the organization the leader is empowered to systematically operationalize motivational variables across the organization. Path-goal theory underlines that ‘one of the strategic functions of a leader is to enhance the psychological states of subordinates that result in motivation to perform’ (House & Dessler, 1974, p.30). According to Bass’s comprehensive leadership model (1985, p. 23), leaders behaviours ‘heightened motivation to attain designed outcome(s)’ across the organization. Thus, by examining the predictors and effects of motivation the leader will designs a diverse set of organizational and strategic variables centered on incentivizing personnel to attain a high level of performance.

Although these research findings have a wide range of applicability in an era of intensified accountability, and throughout all public and private settings, a particular attention should be given to education. Bringing new motivational dynamics to the education ‘market’ will bring about synergy with external market dynamism, thus better meeting customers’ expectations. Taking into account that education develops a foundation for future business leaders, we have to support this movement.

The purpose of this paper is to extend our understanding of the motivational dynamics behind leading change in educational organizations. The research questions are: what do we mean by motivation, why is motivation necessary if we hope to develop an effective organization, and how might leaders motivate personnel towards organizational change? To address these concerns, the first part of this paper provides a comprehensive framework for the concept of motivation. Based on this, the next session provides a conceptualization of the motivational dynamics within an effective organization. Finally, the last section reveals leaders’ integrative model of motivating personnel. The aforementioned theme is substantiated by recent and relevant research on motivation.

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