Motivation and leadership in higher education

Abstract

The crucial connection between motivation and leadership in academia is examined. It investigates how educational leaders could influence the motivation of students and teachers, affecting academic achievement. Through an exhaustive analysis of the literature, leadership strategies that foster both intrinsic and extrinsic motivation within the educational community are highlighted. In higher education, motivation plays a fundamental role in the learning process. Deci and Ryan's (1993) self-determination theory posits that people have basic psychological needs that, when satisfied, drive intrinsic motivation. In this context, educational leaders can cultivate this motivation by setting up a supportive environment where students feel competent, autonomous, and connected. Transformational leadership, proposed by Bass and Riggio (2006), is especially relevant in higher education. Transformational leaders inspire their followers by articulating a shared vision and challenging challenges. By encouraging creativity and critical thinking, these leaders can strengthen the intrinsic motivation of teachers and students. On the other hand, Hersey and Blanchard's (1988) situational leadership model suggests that leaders should adapt their leadership style according to the level of maturity of the followers. In the academic context, this means recognizing when to supply direct guidance or allow more autonomy for students and teachers. This approach can influence motivation by supplying a balance between challenges and skills.