Colegio de la Purisima Concepcion

The School of Graduate Studies

SECOND SEM -AY 2020-2021

LESSON 4
MOTIVATIONAL THEORIES &
EDUCATIONAL ORGANIZATION

JOHN PAUL P EUSEBIO NEBAVEN M.

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What is Motivational Theories?
.
• Are theories explains what drives a
person to work towards a particular goal
or outcome.

• Its relevant to all of society but is

especially important to business and
management.
 3 Groups of Motivational
Theories
INTERNAL PROCESS EXTERNAL

• Suggest that • Emphasize the • Focus on

variables within nature of the environmental
the individual give interaction elements to
rise to motivation between the explain behavior
and behavior individual and the
environment
• Example: Maslow’s • Example: Two-
hierarchy of needs • Example:
factor theory
theory Expectancy theory
TYPES OF MOTIVATIONAL THEORIES - INTRINSIC

MASLOW’S HIERARCHY OF NEEDS

• Is a psychological theory that outlines the
types of needs a person must meet in
order to progress to more complex needs.
The hierarchy of needs includes five
levels, including: Physiological, Safety,
Socialization, Esteem, Self-actualization.
TYPES OF MOTIVATIONAL THEORIES - INTRINSIC

MASLOW’S HIERARCHY OF NEEDS

SA
Esteem
r e
rd
to

Love (Social)
es
gh
hi
o t
st

Safety & Security

we
Lo

Physiological
TYPES OF MOTIVATIONAL THEORIES - PROCESS

EXPECTANCY THEORY
• This theory suggests that people may perform
certain behaviors if they think those actions may
lead to desirable outcomes.
• You can apply the expectancy theory in the
workplace if you're interested in improving your
team's productivity, effort or efficiency.
• Example: Offering your staff a temporary raise in
their hourly wages to motivate them to work
extra hours to complete a project.
TYPES OF MOTIVATIONAL THEORIES - EXTRINSIC

HERZBERG’S TWO-FACTOR THEORY

Motivation Factor - work condition related to
the satisfaction of the need for psychological
growth (job enrichment)
leads to superior performance & effort
Hygiene Factor - work condition related to
dissatisfaction caused by discomfort or pain
(maintenance factor, contributes to employee’s
feeling not dissatisfied, contributes to absence of
complaints)
OTHER TYPES OF MOTIVATIONAL THEORIES IN
EDUCATIONAL MANAGEMENT

INCENTIVE THEORY
• This theory suggests people feel motivated by
reinforcement, recognition, incentives and rewards.
The incentive theory also proposes that people may
display certain behaviors in order to achieve a
specific result, incite a particular action or receive a
reward. Here are a few examples of incentives in
the workplace:
Bonus, Praise, Opportunity, Promotion, Salary or
wage, Paid vacation or time off,
OTHER TYPES OF MOTIVATIONAL THEORIES IN
EDUCATIONAL MANAGEMENT

McClelland's NEED THEORY

• Proposes that there are three different needs. Each type
of need corresponds to a specific type of person who
feels motivated to address that need.

• Understanding McClelland's need theory can help

managers identify employee needs, which may give
them the ability to place their employees in situations
where they can thrive and reach their goals. Use these
three needs to determine which incentive may work
best for each employee: Need for affiliation, Need for
achievement, Need for power
McClelland's NEED THEORY

NEED for AFFILIATION

• The affiliate theory proposes that humans desire
to belong to a group and feel accepted by other
people. This theory can help managers identify if
an employee might work well on a team and grow
from the experience.
• Employees who feel motivation from affiliation
often have highly developed interpersonal skills
that can help them generate strong and
meaningful relationships with their coworkers.
McClelland's NEED THEORY

NEED for ACHIEVEMENT

• Some employees naturally strive to become
successful and important. These individuals may
be competitive and maintain a high standard for
their work ethic. They typically have a strong
desire for recognition after completing a task and
may ask for feedback on their performance.
McClelland's NEED THEORY

NEED for POWER

• Some employees are interested in influencing others,
making an impact on their coworkers and positively
affecting the workplace. These types of employees
usually enjoy leading groups of people, distributing
tasks and coordinating events.
• They may attempt to motivate their coworkers to
achieve short-term and long-term goals. Allowing these
employees to apply their leadership skills can generate
feelings of motivation in large groups of employees,
which can lead to job satisfaction.
OTHER TYPES OF MOTIVATIONAL THEORIES IN
EDUCATIONAL MANAGEMENT

COMPETENCE THEORY
• Proposes that people often want to engage in specific
activities to display their skills, intelligence and abilities. If
an employee successfully demonstrates their intelligence
in front of their peers, it can motivate them to feel
competent in a particular area.
• Feeling competent may increase how confidently they
perform tasks, which can improve productivity and
efficiency. Confident employees may also feel encouraged
to learn more in-depth information in order to share it
with their peers and receive recognition.
 Why should managers use motivation
theories in the workplace?
• Motivation theories are tools managers can use to
increase production, profits, employee retention
rates and employee satisfaction levels. As a
manager, you may aim to increase employee
motivation in order to help your company achieve
its business goals.
• Using motivation theories can include offering
incentives, addressing needs or providing rewards
to motivate your team to meet a specific goal.
EDUCATIONAL
ORGANIZATION
What is Educational Organization?
• In educational psychology, educational
organization is organization within the scope of
education. It deals with the theory of
organization as it applies to the education of the
human mind. In school reform, educational
organization is the way an educational system
operates.
 STRUCTURE OF EDUCATIONAL
ORGANIZATION
• The framework in which the organization defines how tasks
are divided, resources are deployed, and departments are
coordinated.
• A set of formal tasks assigned to individuals and
departments.
• Formal reporting relationships, including lines of authority,
decision responsibility, number of hierarchical levels and
span of managers control.
• The design of systems to ensure effective coordination of
employees across departments.
 STRUCTURE OF EDUCATIONAL
ORGANIZATION
• The educational system is divided into four levels: pre-
primary, compulsory (single structure primary and lower
secondary education), upper secondary and higher
education. Adult education is also available and art schools,
mainly music schools.
Types of Educational Organization
in the Philippines

• Proprietary educational organization

• Non-stock, non-profit educational
organization
• Government educational organization
Types of Educational Organization in the Philippines

PROPRIETARY EDUCATIONAL
ORGANIZATION
• Proprietary education institutions & organizations
refer to any private school maintained and
administered by private individuals or groups with
an issued permit to operate from the Department of
Education (DepEd) or the Commission on Higher
Education (CHED), or the Technical Education and
Skills Development Authority (TESDA), as the case
may be, based on existing laws and regulations.
Types of Educational Organization in the Philippines

NON-STOCK, NON-PROFIT
EDUCATIONAL ORGANIZATION
• Non-stock non-profit educational institution & organization is one
registered with the Securities and Exchange Commission (SEC)
as a non-stock corporation to engage in maintaining and
administering a school – pre-school, kindergarten, primary,
secondary, tertiary or college, post-graduate studies, technical and
vocational education based on the permit to operate duly issued by
DepEd, CHED, TESDA.

• This is not operated for profit so the governing body is Board of

Trustees, the owners are the members, and hat no dividends are
issued.
Types of Educational Organization in the Philippines

GOVERNMENT EDUCATIONAL
ORGANIZATION
• Is one created by the legislative body – the
congress of the Philippines pursuant to a
particular law for the purpose. The specific law or
legislation itself would provide for its structure,
management, operations, funding and other
matters. State Colleges and Universities falls
under this.
 CHARACTERISTICS OF
EDUCATIONAL ORGANIZATION

• Specialization and division of work

• Orientation towards goals
• Composition of individuals and groups
• Continuity
• Flexibility
Characteristics Of Educational Organization

SPECIALIZATION AND DIVISION OF

WORK
• The entire philosophy of organization is centered on the
concepts of specialization and division of work.
• The division of work is assigning responsibility for each
organizational component to a specific individual or group
thereof. It becomes specialization when the responsibility for
a specific task lies with a designated expert in that field.
• The efforts of the operatives are coordinated to allow the
process at hand to function correctly. Certain operatives
occupy positions of management at various points in the
process to ensure coordination.
Characteristics Of Educational Organization

ORIENTATION TOWARDS GOALS

• Every organization has its own purposes and
objectives. Organizing is the function employed to
achieve the overall goals of the organization.
Organization harmonizes the individual goals of
the employees with overall objectives of the firm.
Characteristics Of Educational Organization

COMPOSITION OF INDIVIDUALS AND

GROUPS
• Individuals forms a group and the groups forms an
organization. Thus, organization is the
composition of individual and groups. Individuals
are grouped into departments and their work is
coordinated and directed towards organizational
goals.
Characteristics Of Educational Organization

CONTINUITY
• An organization is a group of people with a defined
relationship in which they work together to
achieve the goals of that organization. This
relationship does not come to end after completing
each task. Organization is a never ending process.
Characteristics Of Educational Organization

FLEXIBILITY
• The organizing process should be flexible so that any
change can be incorporated easily. It ensures the
ability to adapt and adjust the activities in response to
the change taking place in the external environment.
• The programs, policies and strategies can be changed
as and when required if the provision for flexibility is
made in the organizing process.
 Why there is a need of
ORGANIZATION in EDUCATION?
Just as a body wouldn’t say to the
hand, feet or legs “I don’t need you,
because I only want to hear, see and
smell”. Nor would it say to the eye
or ear “I don’t need you. I only want
to walk and do things with my
hands”. So no part of the body is
irrelevant or useless.
(1 Corinthians 12:12-20).
 ORGANIZATIONAL CHART
DELIGATION VS.
DECENTRALIZATION
ORGANIZATIONAL COMPETENCE
 ORGANIZATIONAL CHART
• is a diagram that visually conveys a company's
internal structure by detailing the roles,
responsibilities, and relationships between
individuals within an entity.

• Organizational charts are alternatively referred

to as "org charts" or "organization charts."
 ORGANIZATIONAL CHART
The highest office of the organization is the Office of the Secretary. The main divisions of
the DepEd Office are:

Administrative Service
Financial Management Service
Human Resource Development Service
Planning Service
Technical Service
Educational Development
Project Implementing Task Force
National Education and Research Center
School Health and Education Center
National Educators Academy of the Philippines
National Science Teaching
Instrumentation Center
Staff Development
Division
Regional Office
 DELIGATION VS.
DECENTRALIZATION
DELIGATION VS. DECENTRALIZATION
 ORGANIZATIONAL COMPETENCE
• Are core competencies defining what the
company does best and how it expects that to
be accomplished. Most organizations define 15-
25 competencies that define how employees are
expected to act as a whole, and common traits
that everyone must have in order to succeed.
ORGANIZATIONAL COMPETENCE
 THANK YOU!
GOD BLESS US ALL!