Cognitive factors that influence principal motivation in Mpumalanga province

Abstract

The need to conduct this study was necessitated by a lack of motivation among school principals in Mpumalanga province. This article reports on the findings from a formal study designed to develop a cognitive model to motivate principals in this province (Mashaba, 2012). The aim of this article was to identify cognitive factors that impact on the motivation levels of principals. A qualitative study, in particular a case study design, was selected while semi-structured interviews were employed as the primary data collection technique, corroborated and augmented by field notes and official documents. An interpretative approach was used to collect and analyse principals’ experiences about factors they found motivating or de-motivating. The findings indicated that the motivation of school principals was influenced by their strategic focus, certain systemic factors in the school system and particular professional perceptions of their status as principal of a school. The study recommended that by consciously employing cognitive abilities the motivation of principals might be improved when they face problems and challenges in their leadership role.