This paper shall attempt to analyze issues that are relevant to the theory of motivation and the effect of motivation on a teachers’ performance. Specifically, the paper shall analyze the role of motivation in the case of the teachers in the UK.
If one was to seek out an understanding of a teacher’s performance then it is imperative to encompass the teacher’s degree of motivation in that analysis. In turn, if an understanding of the teacher’s motivation is to be acquired, it is equally essential to acquire an understanding of the numerous factors of motivation that influence the subject’s level of motivation (Dembo & Julia, 2004, p. 54). In order to so, the paper shall also perform an analysis of the numerous theories to which the study of motivation is subjected
This shall explore the theories which analyze the motivational aspect of the performance and the effects that it has had on the way the teachers have performed in their respective positions. The paper shall give special consideration to motivational theories that have been brought into use in the scenario pertaining specifically to teachers in the UK.
Motivation can arise from intrinsic as well as extrinsic factors. The presence of either one of intrinsic and extrinsic factors of motivation can vary depending on the individual and the activity in which the subject individual is involved (Allan Wigfield, 2002, p. 155). In the case of the intrinsic factors, the subject experiences motivation as a result of the series of a positive feeling that the series of events instigate in the subject.
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