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Motivating Teachers and Creating a Developmentally Appropriate Classroom

Motivators for The Teachers to Perform on Low Level of Practice

Describe The Theory Of Motivation You Would Use To Motivate The Teachers To Supervise The Children Better. Provide a Detailed Reasoning Behind Why That Theory Of Motivation Is Best Used In This Situation.

Describe How You Would Coach Teachers Who Were On Their Phone Or Not Supervising Children Properly To Create a More Developmentally Appropriate Classroom. Be Specific On Which Of The Coaching Strategies You Would Use.

In order to motivate the teachers to perform on low level of practice, the Director and administrative authorities of early childhood education setting like All Kids Childcare and Education is to exert effective management. This is through the exposure of professional leadership approach towards the needs of the teachers (Ryan & Deci, 2020). I think leaving the students unattended and talking over the phone or in the playground is certainly a lackadaisical approach, degrading the aspect of providing quality education by the teachers to ensure positive outcomes for the students. However, if the behavior is causing serious academic challenges for the students, then it is a matter of serious concern, which needs strict actions. Therefore, I think the director is to involve the teachers and administrative authorities in a meeting, where decisions can be taken for attending the phone calls during class at other places instead of class. Appreciation for the performance through recognition, would boost the morale of the teachers (Klaeijsen,  Vermeulen & Martens, 2018). This approach by the administration of All Kids Childcare and Education would make the teachers feel that their need fulfilment matters for the educational setting.

I think Herzberg’s two factor motivation theory can be applied into the situation of All Kids Childcare and Education. The Director is to implement effective managerial practices for finding the motivational factors, which would help the teachers in maintaining balance between attending calls and supervision of the children’s’ academic development. These motivators would be a separate place for attending the calls, interacting with the other teachers and staffs, proper facilitation, recognition, organizing quality seminars and programs among others. Consideration of the motivators, would enhance the stability in the relationship between teachers and students (Schunk & DiBenedetto, 2020). I also feel that proper staffing among the teachers through quality resources and programs, along with the policies would ensure proper outcomes for the students.

I feel the Director of All Kids Childcare and Education needs to hold meetings with the teachers and administrative staffs for clarifying the vision, that is, to ensure positive outcomes for the children. Proper lesson plans can be developed, according to the levels and the needs of the students. In response to the situation of teachers, leaving the students unattended and talking over phone and gatherings in the playground, I think strict actions are to be developed, allowing the teachers to inform the administration about the phone call, which are urgent and needs to be attended. Jiang, Zhang and May, (2019) opines that this would result in undertaking measures for monitoring the students through substitute teachers or staffs. I think this approach would help in maintaining the discipline, order and harmony. According to me, information about the urgent phone calls to be attended is to be intimated to the management, without which strict disciplinary actions are deemed to be levied on the performance of the teachers.


Jiang, L., Zhang, L. J., & May, S. (2019). Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism, 22(2), 107-119. []

Klaeijsen, A., Vermeulen, M., & Martens, R. (2018). Teachers’ innovative behaviour: The importance of basic psychological need satisfaction, intrinsic motivation, and occupational self-efficacy. Scandinavian Journal of Educational Research, 62(5), 769-782. []

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. []

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. []

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