Need Equity theory Goal Motivation Selfefficacy Need Equity

Need Equity theory Goal Motivation Self-efficacy

Need Equity theory Goal Motivation Self-efficacy

We need to create a need for our products. ─Intel Chairman Andy Grove 影片http: //www. youtube. com/watch? v=5 KDu. IPn. JE 6 M

Needs for autonomy • Self-determination is the desire to act independently, rather than to have external pressures and rewards determine our actions. • de. Charms(1976, 1983)used the metaphor of individuals as “origins” and “pawns” to capture the difference between people with selfdetermination and those with otherdetermination.

Origins and pawns • Origins perceive of themselves as the origin or source of their intentions to act. • Pawns see themselves in a game controlled by others and powerless to determine their actions. • When people are pawns, play becomes obligations, and intrinstic motivation becomes extrinsic motivation.

Reflections • What is the student’s role in school? • When teachers and administrators find themselves as pawns rather then origins, they will become…… • Decentralization • Marcuse(1988)： one-dimonsional man real demand vs. false demand 沒有MSN的年代 http: //www. youtube. com/watch? v=KCwz. Q-Mqk. YE 海尼根 異口同聲 http: //www. youtube. com/watch? v=sf. KKv. XX 5 HSk&feature=related

Conclusion We need to create a need for our products. origins or pawns? Become a one-dimonsional man

Need Equity theory Goal Motivation Self-efficacy

Is your word equity ? Is the game fair? Why not？ If the condition no change，the thinner team still be willing to continue the game?

Equity theory My inputs Thinner Team’s Inputs Relatively Large (long hours, extra (exercise long hour…) committees, teaching the most, five different preparations) Other Teacher’s Sumo Team’s Inputs Much Smaller (shorter hours, few (exercise shorter hours, committees, teaching the not stop the bestmoving students, can only one class preparation) ball…) Relatively Small Other Teacher’s Outputs Sumo Team’s Outcomes Much Larger Smaller (e. g. , lose minimum the game, salary) often strike with force…) (bigger salary, nicer room, (e. g. , the game, receive betterwin schedule, more free the reward…) periods) Thinner My Outcomes Team’s Outcomes Educational Administration p. 180

Actually find out the educational circles. Interview subject：What’s your opinion about the Tainan’s evaluate teacher’s performance？ Is your school’s evaluate procedure reasonable？ What’s the effect of you？ Move 1 Move 2 To generalize from their action： 1、 they less effort on the job. 2、do their duty. 3、increase their ability and avoid trouble. To match theory that Baron(1998) explains ： 1、They try to increase their outcomes-they seek increased benefits such as a raise or other reward。 2、They try to leave-they quit and find another job. 3、They reduce their inputs.

If you are the leadership of the school , what would you do？ My opinion: --Take turns is not bad. --Make definite rules. ( Just observe the rule, they can receive excellence. ) --Encourage the atmosphere. ( forge the alliance)，not pressure into working. --Make procedure public and transparent.

The point of departure that evaluate teacher’s performance is fine, but lack fair procedure. To cause teacher’s beliefs imbalance, what’s the equity standards.

Need Equity theory Goal Motivation Self-efficacy

Imagine Ø The Last Lecture. Ø My Life/ My Goals. – I want to be a teacher (music and geography). – I want to be a public defender. – I want to be a musician. – I want to be a clergy. Ø After three years, what will your life be? Ø Just imagine it and write down your answer. Ø I will give you 2 minutes to finish it, and you can share your opinions later.

Goal-Setting Theory Ø Locke and Latham(1990)propose that successful goal performance meet four conditions: • • First, goals must be specific. Second, goals must be challenging. Third, goals must be attainable. Finally, individuals must be committed to the goals.

Goal-Setting Theory Ø Locke and Latham(1990)use four goal mechanisms to explain the positive effect of goals on action: • • Increase attention. Effort expended. Increase persistence. Development of specific task strategies.

Just Do It Intentions beget blessings, vows beget strengths.

Need Equity theory Goal Motivation Self-efficacy

Intrinsic & Extrinsic motivation

“The heart has its reasons of which reason knows nothing. “ Blasie Pascal 每朝健康 Mazda(2007 )

The concept of theory Ø Intrinsic motivation Ø Extrinsic motivation Ø Different Ø Mix

Applied in education • Extrinsic motivation – Merit pay – Management by objective • Intrinsic motivation – Job- charcateristics model • Mix – Career-ladder program

Reflection Ø Art Ø Complementary? ! Ø The relation with the other theories ? ! (ex. Motivator-Hygiene Theory)

Need Equity theory Goal Motivation Self-efficacy

Unless people believe they can product desired effects by their actions, they have little incentive to act. 《 Albert Bandura 》

Efficacy Expectancy M=f （E × I × V）【expect theory】 Instrumentality Valence Force of Motivation Learned helplessness

Teacher-Efficacy Ømy teacher-efficacy circle High Teacher. Efficacy Challenge Reinforcement Decrease Low Teacher. Efficacy • Teaching Task • Teaching Competence

When a teacher has no expectancy and efficacy… Ø No goals Ø Anxiety Ø Negative emotions Ø Bad teaching efficacy Ø Failing to interact with students Student will… ØHave no motivation ØHave lower learning efficacy ØAnxiety http: //www. youtube. com/watch? v=0 W-hc 2 g. BUmc

How to improve teachers’ efficacy ？ Ø To reduce the teachers work in isolation. Ø Mastery experience Ø Teachers assume the role of learner. ØØ Modeling Provide aand rich vicarious and diverseexperience learning opportunities. ØØ Verbal Createpersuasion a safe environment. Ø Learn a new meaning of teaching. Ø Physiological state Ø Rethink why to learn and how to learn. It’s important to make strong teacherefficacy in the beginning of their careers.

Thank you for listening.