Theories

2.2.1 Maslow's Hierarchy of Needs Theory

Maslow (1943) developed a theory of human motivation. This theory of human s

comprises five sets of needs. These needs are fulfilled hierarchically by the individual to

achieve self-actualization. The hierarchy of needs is prioritized from bottom to top as Figure 2:

1. Psychological

2. Safety

3. Love/Belonging

4. Esteem

5. Self-Actualization

With his theory, Maslow intends that people understand what it is that motivates

them, focusing on the fact that an individual's performance is the outcome of a al system.

Accordingly, Maslow's theory proposes that growth needs (esteem) should be covered

first, and individual’s needs (self-fulfilment) achieved to be happy (Maslow, 1943).

Therefore, the researcher realizes that Islamic Educational College’s International SAT

program answers the parents’ need for esteem (i.e. recognition by others, the feeling of

achievement) and the stakeholders’ and school staffs’ needs for self-actualization

(fulfilment of capacities). According to Frostig and Maslow (1970), the need for

self-esteem for the stakeholders, school staff and students’ parents can be seen in the two sets

below:

(1) A need or desire for achievement, mastery, competence, independence, and confidence in the face of the world which shows in the results of three different groups of school stakeholders’ motivation, school staff’s PGD and student parents’ selection in International SAT Educational System and;

(2) Reputation or prestige, status, dominance, recognition, dignity, appreciation and integrity, which strongly shows in School Staff’s motivation in PGD training strongly.

Figure 2: An interpretation of Maslow's hierarchy of need, portrayed as a pyramid with

the more basic needs at the bottom.

https://images.app.goo.gl/KjwpHQP72qXTs8XU7

2.2.2 Herzberg's Two-Factor Theory

DeShields，Kara and Kaynak (2005), discussed that according to Herzberg's two-factor theory (Herzberg et al., 1967), there are two distinct sets of two-factors for job satisfaction and job performance in organizations.

"Herzberg's two-factor theory Job satisfaction and have been widely investigated in many job situations and against many different theoretical formulations. Frederick Herzberg's-hygiene factor theory, although considered non-traditional when it was introduced in 1959, has become one of the most used, known, and widely respected theories for explaining and job satisfaction." (Herzberg et al., 1967, P157),

Herzberg (1967) was a well-known psychologist focusing on management. One of

Herzberg’s many theories is known as the Two-Factor Theory or the Hygiene Theory.

Motivators or job content factors were defined by IEC school staff to focus on work,

which included achievement, work itself, advancement, recognition, responsibility, and

growth (Shanks & Dore, 2007).

Likewise, according to Doyle (2004), hygiene factors or job context are defined as

factors that are related to job dissatisfaction. Examples of hygiene factors include

stakeholder, organizational policies, school staffs' salary, status, job security, working

conditions, personal life, and interpersonal relations. It was found that employees rated

opportunities to use their skills and abilities in their work as the fourth most crucial aspect

of their job satisfaction.

From brilliant text narratives and vivid captions, the stakeholders of Islamic

Educational College travel to cities around the world. “You are entering the English

Zone.” It's a welcome message posted on the gate that takes one into this “English Only”

environment. This zone includes a full row of extensions -- 43 foreign language

classrooms throughout the floor, plus an ample space for an integrated activity classroom,

gives the best start to the learning mood.

As a result of the growth, now there are forms of international schools, which differ

markedly from the traditional ways. These new forms of international schools operate on

a for-profit commercial basis. The students are often children from the local (indigenous),

wealthy population. Also, these schools defined as international schools are located in a

non-English speaking country, and English is the school's medium of communication.

2.2.3 Motivation of Leaders

Al-Salim (2018), has a closer look at the relationship of entry-level bank employees’

leadership attributes and customer satisfaction, to conclude directly, firmly, and

significantly for the revealed statistically significant differences in the ratings of the

leadership attributes. Ethics had highest ratings while innovation had the lowest scores:

women's ratings were higher than the men's and women were more satisfied than men in

bank knowledge, innovation and gender communication leadership attributes.

Nevertheless, in IEC the study reveals the relationship of entry-level school employees’ leadership attributes and student parents’ satisfaction. It concludes firmly and significantly through statistics the ratings of the leadership attributes, and the

successful approaches of implementation in the last decades.

2.2.4 Motivation of Employees

Regarding the motivation of school staff, Burton (2012), emphasized that most

employers nowadays would like to motivate their employee's and work hard accordingly.

He examined different theories of s and how the employees are relevant to the workplace

and how employers implement the approaches to ensure happy and motivated employees.

Burton (2012) also shows that motivation must come from within the employee. Besides,

there are two specific types of motivation: financial and non-financial. And the

employers can motivate their employees using both financial and non-financial

recognition. It raised the four most essential theories as follows: Maslow’s hierarchy of

needs, Herzberg’s two-factor theory, Aristotle’s seven causes, and the different types of

motivation which are related in the fact that there are needs for all people to meet. And

it used an interview to assist in developing a clear understanding and focus on motivation.

Badubi (2017) made a comparison between the theories of motivation and how they

are used to inspire employees to develop the drive to achieve and to help organizations

with suggestions to cultivate conducive atmospheres and relationships for employees to

work under, to foster positive attitudes towards their work. Badubi (2017) analyzed the

risk of de-motivated employees in organizations in six points as follows: (1) operational

risks; (2) personnel risks; (3) reputational risks; (4) environmental risks; (5) health risks;

and (6) financial risks. Badubi (2017) identified that a motivated worker is easy to retain;

hence, saving the organization’s finances of replacing workers. Based on the above, IEC School staffs are motivated to work as the IEC secures their performance and continuity to work satisfactorily.