TEACHERS’ EDUCATIONAL LEADERSHIP EXERCISE UNDER MASLOW’S THEORY OF MOTIVATION

Abstract

Maslow's theory of motivation posits that human needs can be structured hierarchically. This hierarchical structure consists of physiological needs, safety needs, social needs, esteem needs, and self-actualization needs, progressing in a specific order. Individuals will only pursue higher-level needs once their lower-level needs have been satisfied. This theory has been widely applied in the realm of social sciences, providing a systematic framework for understanding human behavior and motivation. Educational leadership of teachers refers to the influence and capabilities demonstrated by educators during the teaching process, enabling them to inspire students’ learning potential and guide them towards common goals. This form of leadership is not only reflected in the selection of teaching methods and strategies within the classroom but also in the attention and support given to students' development. Through positive communication, motivation, and demonstration, teachers can shape students' academic achievements and personal character, laying the foundation for their future success. In this process, teachers are not merely conveyors of knowledge; they act as guides and inspirers, promoting educational advancement and societal development through their practice and influence. This paper primarily analyzes two theories, examining their defined dimensions in the context of educational studies, and drawing comparisons that lay the groundwork for future research.