Enforcing Change in The Educational Sector

Introduction

Change is a fundamental in any organization.
The greatest barrier to change in any organization is the staff.
In this instance, the school wants the staff to adjust to a new schedule.
The following paper will discuss how a school’s administration can use the systems theory and motivational theory to motivate the staff to understand the need for changes in the current structure and adapt to a modified structure to increase student achievement.

The Social Systems Theory

The primary factors that affect the learning, growth and change of a child is the individual’s social relationships, physical surroundings and the resources in a community. All these factors make up the social environment of the child (Paget & Stephens, 2013).
A child’s social environment, which includes the social relationships which he/she makes, can have a massive impact on a child’s development and his/her future accomplishments (Paget & Stephens, 2013).
Social environments which are inclusive provide support to the child and thus enhances a child wellbeing and development (Bosse & Phillips, 2016). Such environments also have a positive impact on the academic achievement of a child.
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The social surrounding of a child is mostly influenced by the locations in which their parents live and take them to school.
Consequently, the social environment primarily determines the social relationships of a child and the quality of those relationships, determine the development of a child (Bosse & Phillips, 2016). Therefore, the decision the teachers approach at in school can have a profound effect on the wellbeing and psychology of their kids.

Motivational Theory

In their article, Wiseman et al. (2012) argue for a modified motivational theory.
The model is a reconceptualization of the traditional model and suggests bounded reasonability.
It acknowledges the role of agents as human capital (the function of work motivation and ability) and enables the shift from the rational choice model in regards to loss, time discounting, uncertainty and risk aversion, and the trade-off between extrinsic and intrinsic motivation (Wiseman et.all, 2012).
It suggests that the conventional motivational paradigm model of man should be adjusted in numerous ways. The first adjustment is associated to work motivation and performance of agents (Voußem, Kramer, & Schäffer, 2013).
Motivational theory places less focus on the goal of motivating agents to work to their best to their ability since it centers on the alignment of the interest of principals and agents (Voußem, Kramer, & Schäffer, 2013).
Motivational theory asserts the maximizing the performance of agents should be a primary goal of the principal-agent relationship and the importance of work motivation for an agent, along with intrinsic motivation, should not be disregarded.
It challenges the notion that extrinsic and intrinsic motivation are either related or independent (Voußem, Kramer, & Schäffer, 2013). Instead, it argues that contingent cash incentives might result in the reduction of intrinsic motivation.

Conclusion

Overall, as illustrated by the studies discussed above, the system theory and motivational theory can be used to motivate the staff to understand the need for changes in the current structure and adapt to a modified structure to increase student achievement.
The social environment primarily determines the social relationships of a child and the quality of those relationships, determine the development of a child. Therefore, the decision the teachers approach at in school can have a profound effect on the wellbeing and psychology of their kids.
The motivation challenges the notion that extrinsic and intrinsic motivation are either related or independent. Instead, it argues that contingent cash incentives might result in the reduction of intrinsic motivation.