DOES A SCHOOL LEADER'S MOTIVATION TO SUCCEED INFLUENCE STUDENT MOTIVATION?

Source: ERIC Clearinghouse on Educational Management Eugene OR.

The work of Leithwood and Montgomery (1984) is especially helpful in understanding the connections between a school administrator's motivation and the level of motivation that exists among students.

According to Leithwood and Montgomery, school administrators progress through a series of stages as they become more effective. At their highest level of effectiveness, they come to understand that "people are normally motivated to engage in behaviours which they believe will contribute to goal achievement. The strength of one's motivation to act depends on the importance attached to the goal in question and one's judgment about its achievability. Motivational strength also depends on one's judgment about how successful a particular behavior will be in moving toward goal achievement."

Personal motivation on the part of the principal can translate into motivation among students and staff through the functioning of goals, according to Leithwood and Montgomery. "Personally valued goals," they say, "are a central element in the principal's motivational structure--a stimulus for action."

Establishing, communicating, and creating consensus around goals related to motivation and educational achievement can be a central feature of a school leader's own value system.