Motivering van die onbetrokke ervare onderwyser

M.Ed. (Education Management)The individual behaviour of the involved experienced teacher gives form and direction to the practice of teaching and education. The improvement of the school's effectiveness can be the consequence of the dedication and enthusiasm of involved experienced teachers. By developing highly motivated involved experienced teachers, the educational leader creates the potential for effective teaching and the improvement of school efficiency. Education leaders should regard their motivational task as a high priority. From the research material it is clear that there is a large variety of problems facing the uninvolved experienced teacher. These problems differ in degree and scope. For every separate problem area specific solutions will have to be found. In order to find sensible solutions for these problems." it is desirable to group them together in separate areas or categories. From a wide variety of problems, it is possible to isolate the following areas or categories, viz: + discontent with aspects of management + adaptation to the school environment, and + limited promotional opportunities Although not all uninvolved experienced teachers experience the same problems, there are, however, problems that are common to them all. Communication is one such problem that could bring about major change. Communication is a way of Iiving and forms an integral part of one's existence. It forms the basis of the establishment, maintenance and improvement of human relations. Due to the educational leader's managerial function, manifold opportunities arise for effective communication, which are enhanced by his qualities, such as leadership, guidance, the ability to organise, to be decisive and to exercise discipline. The school climate, human relations and the management style within a school constitute the basic requirements for a particular mode of communication. The educational leader should always endeavour to communicate effectively in order to prevent and rectify communication barriers. xii In order to allow the educational leader to formulate a sensible motivation strategy it is necessary for him to be aware of and get an overall picture of the multiplicity of existing theories of motivation. Each theory, in its own way, gives expression to the nature of human needs and motives as forces governing motivation. At the same time it is an indication of the human personality and these theories allow educational leaders to: + improve the uninvolved experience teacher's attendance, quality of work, and personal involvement + bring about the acceptance of responsibility without the use of threats, and + turn traditional practises into innovative teaching methods. It would be unrealistic to think that a perfect approach to motivation could ever be achieved. The educational leader must, of necessity, apply motivation in a specific situation, adapting the motivational strategy to suit each individual, depending on his needs in changing circumstances. A positive school climate is of particular importance if the pupils are to achieve maturity and teachers are to enjoy job satisfaction. The success of motivation as a managerial skill applied by the educational leader depends on the efficiency of the execution of his other managerial activities. This efficiency can be achieved by training during which the educational leader becomes more skilled in dealing with the key elements of the task of motivation, viz: + the importance of school climate in the development of highly motivated uninvolved experienced teachers, and + the effect of different leadership styles on the motivation of the uninvolved experienced teacher. The creation of the so-called ideal or positive school climate should form part of the educational leader's managerial strategy. In this regard the leadership style of the educational leader is of paramount importance in the creation of a positive school climate in order to encourage motivated behaviour of the uninvolved experienced teacher