Topic: Theories of Motivation Student Name: Nadia Class: M.Ed Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan

2. INTRODUCTION
 ASSIGNED BY: DR. AMJAD ALI ARAIN
 PRESENTED BY: NADIA KHOSO
 ROLL # 2K18-M.ED-16
 STUDENT OF M.ED
 FACULTY OF EDUCATION.
 UNIVERSITY OF SINDH, JAMSHORO, SINDH,
PAKISTAN

3. What is Motivation?
 Berelson and Steiner (1964) defined motivation
as ‘all those inner-striving conditions described as
wishes, desires, drives, etc,… it is an inner state
that activates or moves’ (p.309). Motivation
involves effort, persistence and goals.
 Motivation is an emotion or desire operating on a
person’s will and causing that person to act
(Mathis and Jackson, 1982).
 According to Middlesmist and Hitt (1981),
motivation refers to ‘the willful desire to direct
one’s behavior toward goal’ (p. 136).

5. Behavioral Theories of Motivation
 Each reward or element of compensation/ reward
has a behavioral objective and seeks to fulfill a
need( physiological or psychological) and achieve
a goal.
 Two groups of motivation theories
1. Content theories
2. Process theories

7. Maslow’s Hierarchy of Needs
 Maslow’s Need Hierarchy Theory was proposed by
Abraham Maslow.
 Higher-Order Needs Satisfied internally
 Lower-Order Needs Satisfied externally
 There are 5 levels of needs.
 Needs are arranged in order of importance
 Lower level needs must be met first.
 Each level must be at least minimally satisfied
before a higher level need occurs.
 Only unmet needs motivate.
 Hierarchy of Needs Theory.
 There is a hierarchy of five needs—physiological, safety,
social, esteem and self-actualization; as each need is
substantially satisfied, the next need becomes dominant.

9. ERG Theory (Clayton Alderfer)
 An American psychologist Clayton Paul Alderfer had
proposed this theory and believed that each need
carries some value and hence can be classified as
lower-order needs and higher-order needs.
 There are three groups of core needs: existence,
relatedness, and growth.
 Core Needs are:
 Existence: provision of basic material requirements.
 Relatedness: desire for relationships.
 Growth: desire for personal development.
 This led to the formation Alderfer’s ERG theory, which
comprises of the condensed form of Maslow’s needs.

10. ERG THEORY

11. Theory X and Theory Y (Douglas
McGregor)
 Theory X
Negative view of human-beings: Assumes that
learners dislike work, lack ambition, avoid
responsibility, avoid leading and prefers to be led
and supervised; must be directed and coerced to
perform.
 Theory Y
Positive view of human-beings: Assumes that
learners like work, seek responsibility, are
capable of making decisions, exercise self-
direction and self- control.

13. Hertz bergs Two-Factor Theory
 Proposed by Frederick Hertzberg.
 Also known as Motivation- Hygiene theory.
 Hygiene factors avoid job dissatisfaction like,
Company policy &administration, Supervision,
Interpersonal relations, Working conditions, Salary,
Security etc.
 Motivation factors increase job satisfaction,
Achievement , recognition, Work itself, Responsibility,
Advancement, Growth etc.
 Satisfaction is affected by motivators and
dissatisfaction by hygiene factors.
 Hygiene factors/ extrinsic factors are related to lower
level needs. Motivating factors/ intrinsic factors relates
to higher level needs

15. David McClelland’s Theory of
Needs / Acquired Needs Theory
 Need for Power (nPow)
 The need to make others behave in a way that
they would not have behaved otherwise; the
desire to control others, to influence their
behavior, or to be responsible for others
 Need for Affiliation (nAff )The desire for
maintaining friendly and close personal
relationships.
 Need for Achievement (nAch)
 The drive to excel, to and to achieve in relation to
set of standards, to strive to succeed.

17. Self-Efficacy Theory
 Given by Albert Bandura-1986
 This theory asserts that motivation and
performance are in part dependent on the degree
to which the individual believe she can
accomplish the task.
 Self-efficacy refers to a person’s belief in his/her
ability to perform a given task.
 Those who have high self-efficacy are more likely
to try hard and exhibit high levels of commitment
(persistence) on a given task; they are more likely
to succeed as a result Self-efficacy interacts with
goal setting in so far as people with higher self-
efficacy tend to set more challenging goals.

19. Reinforcement Theory
 The assumption that behavior is a function of its
consequences.
 Concepts:
 Behavior is environmentally caused.
 Behavior can be modified (reinforced) by providing
(controlling) consequences.
 Reinforced behavior tends to be repeated
 Various Reinforcement schedules are in use
 Contradictory to Goal-setting theory which is a
cognitive approach (individual’s purposes direct his
behavior).
 Theory ignores feelings, expectations, attitude, etc. of
a person to affect his behavior.

21. Equity Theory
 Put forward by John Stacey Adams
 According to this theory an employee who perceives
inequity in his or her rewards seeks to restore equity.
 The theory emphasizes equity in pay structure of
employees remuneration.
 When the employees perceive inequity it can result in
lower productivity, higher absenteeism and increase
in turn over.
 Dimensions of equity
 Internal equity-Employees should feel that pay
differentials are fair, given the corresponding
differences in job responsibilities.
 • External equity- Jobs are fairly compensated in
comparison to similar jobs in the Labour market
 • Individual equity-It ensures equal pay for equal job

23. Expectancy Theory
 Proposed by Victor Vroom
 Also Known as V-I-E Theory
 The strength of a tendency to act in a certain way
depends on the strength of an expectation that
the act will be followed by a given outcome and
on the attractiveness of that outcome to the
individual.

25. Goal Setting Theory of Motivation
 In 1960’s, Edwin Locke put forward the Goal-
setting theory of motivation. It states that specific
and challenging goals along with appropriate feed
back contribute to higher and better task
performance. In simple words, goals indicate and
give direction to an employee about what needs
to be done and how much efforts are required to
be put in.