Abstract
In this article, I argue for the position that self-identity is a function of a good motivational model. Employee motivational models have a bearing on organisational performance and growth. While I am aware that various motivational models influence employee performance in the workplace, my view is that not enough education has been provided for employees to understand how their performance can be further enhanced. This article therefore presents propositions of a self-identity motivational model as a theoretical model. The propositions were developed from a study that adopted a pragmatic paradigm and a mixed methods research approach and a case study research design. The main purpose of the study was to investigate employees’ perceptions of their motivational models at selected government primary teacher-education colleges in Zimbabwe. Convenience and purposive sampling methods were used in selecting three primary teacher-education colleges and eleven lecturers. For triangulation purposes, document analysis, open-ended questionnaire, reflective journals, semi-structured face-to-face interviews and focus group discussion were used as data generation/production instruments. Emails and zoom platform were used since the study was carried out during Covid-19 era. Data that were gathered were analysed through guided analysis and a thematic approach. Furthermore, in order to ensure trustworthiness, issues of dependability, confirmability, credibility and transferability were considered in this study. In addition, ethical issues were employed, such as use of consent letters, anonymity and withdrawals. The study concluded that, employees ought to develop self-identity that would help them to become self-actualised; and become permanently motivated even beyond the workplace.
Highlights
Between 2018 and 2021, while in the University of KwaZulu-Natal Humanities department in South Africa, I conducted my doctoral thesis on employee motivational models on organisational performance in government primary teacher-education colleges in Zimbabwe
It was noted through reviewed literature that there is a major focus on the use of the system and process models of motivation; with not much said about the personal needs of individuals (Budden, 2017; Pather, 2017; Khoza, 2016a; Khoza, 2019; Mpungose, 2018) and others
Employees would have reflected on their skills and knowledge developed from their process model to enhance their personal-needs experiences with motivational model
Summary
A combination of system and process employee motivational model produces a personal or pragmatic employee motivation (Khoza, 2020) This suggests that personal employee motivation addresses individual needs through the personal ‘who’ questions. Self-actualised employees self-reflect (in-on-of-for), apply independent thinking, accept self and others, are creative, have integrity, and are well principled, need private space, and are critical thinkers (Khoza, 2020), See Figure 1 below. This suggests that there are specific principles generated by addressing personal questions of employee motivation (who?). Today’s employee requires a favourable working environment to motivate self only if they know what is good for them
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