Abstract
This study aimed to investigate the motivation of the educational staff by the School Director. Motivation is used by the School Director to achieve the main goals of education as defined in the curriculum. Through motivation, the School Director tries to inspire the teachers so that they are more effective and efficient. In the present study we used the theoretical model of Maslow regarding the hierarchy of human needs as well as McGregor’s bipolar theory of X and Y, in order to answer the following research questions:
(1) In what extent the School Directors administrate taking into account McGregor’s bipolar theory of X and Y ? (2) In the case that McGregor’s theoretical model is not applied to the educational administration, what needs of the teachers (in relation to Maslow’s theory) does the School Director aims to satisfy in order to motivate them?
To answer the above questions, nine School Directors of primary and secondary public education were interviewed with a structured inventory. Results showed that none of the two theoretical models is confirmed in educational administration. According to their reports, the School Directors did not use motivation methods based exclusively on these two theoretical models. Our study concluded that: (1) McGregor’s bipolar theory was not confirmed as no teachers were clearly identified to demonstrate elements of group X or group Y as described by McGregor; on the contrary, teachers were found to demonstrate elements and characteristics of both groups (X and Y) to a different degree and intensity as appropriate. (2) Regarding the teachers needs the School Directors aim to satisfy in order to motivate
them (according to Maslow’s theory), it was found that this motivation is carried out by the Directors for each teacher individually and not following the hierarchical sequence of needs as described by Maslow.
