The Role of Intrinsic Motivation in Education System Reform

TARGET GROUP: EDUCATION SYSTEMS

OBJECTIVES

·        To strengthen the education system with intrinsic motivation through behaviour change among officials, teachers and students and indirectly through amplification of technical interventions.

SUMMARY

Individual motivation (of teachers, officials and students.) is a multidimensional concept and whilst there is no universally agreed definition, there is a clear recognition in the literature that it is a critical dimension of all education systems. Similarly, researchers and policy makers recognise that whilst extrinsic factors (e.g. salary, work conditions, and prospects of promotion) are important, they are not sufficient in and of themselves to ensure sustainable motivation on the part of those working within the education system. Extensive research has been conducted across various disciplines on identifying the key drivers of motivation starting as far back as the 1940s with Maslow’s Hierarchy of Needs Pyramid. Theoretically, however, there has been a shift in the discourse more recently supporting the view that intrinsic motivation may potentially be more powerful and sustainable than extrinsic motivation and can be associated with more long-term positive impacts. Identifying policy levers that can influence these drivers could provide policy makers with additional tools to improve the efficacy of their education systems.

REFERENCE: 

https://stireducation.org/wp-content/uploads/The-Role-of-Intrinsic-Motivation-in-Education-System-Reform.pdf