4 Major Approaches of Motivation for Teachers

There are four major approaches of motivation that are used in the learning and teaching environment.

 These are:

1.       The Behavioural Approach (Incentive Approach).

This approach requires one to use external rewards and punishment in order to shape and control behaviour of learners. Teachers are encouraged to use incentives such as praise, addressing learners even by name, giving them feedback after assessments. The incentives will create positive results as the learners will be compelled to work extra hard in order to maintain the flow of incentives or even get more.

However, this approach has some weaknesses which other scholars noted and worked on to develop counters which gave birth to other approaches. For instance, when you apply behaviouristic approach to learners, they do not master what they are being taught because their focus is on getting a reward and this limits their ability to be creative hence the need for a cognitive approach.

The Cognitive Approach.

This approach emphasises the fact that learners are not empty vessels and therefore they should be actively involved in the learning process. Under this approach, it is believed that learners instigate and sustain goal directed behaviour. This is so because learners set goals and employ cognitive processes such planning and monitoring. Teachers should therefore create a conducive environment for learners to understand the need and the importance of engaging themselves in the learning process.

3. The Social Cognitive Approach.

This approach takes into consideration both intrinsic motivational techniques and extrinsic motivational techniques. Under this process, the inner/internal desire must be complemented by what is realised after achieving the desired goal. For instance, a learner who likes mathematics may enjoy working with numbers because of the love that one has for the numbers but then praise, feedback and better grades might make such a learner even more interested to work with numbers.

The approach also emphasises the need that humans have to belong. All human beings have a deep-seated need for love and belongingness (Maslow, 1970). Teachers should therefore work hard to ensure that the learners need for love and belongingness is addressed. This can be achieved if teachers ensure that all the learners are treated equally and create an environment conducive enough for learning to take place.

4. The Humanistic Approach.

The Humanistic Approach emphasises that all humans have a deep-seated need for self-actualisation. Self-actualisation is a process of growth of becoming evident in the unfolding and fulfilment of self, i.e. trying to become the best we can be as individuals.

The approach recognises the power that lies in the learners to enable them to drive their own learning. This is why Humanistic psychologists believe that learning takes place from the standpoint of the believer rather than that of the observer. Therefore, a teacher using this approach endeavours to create an educational environment that fosters self-development, cooperation and positive communication.