NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ934720
Record Type: Journal
Publication Date: 2011
Pages: 0
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0145-9635
Finding Our Drive: Autonomy, Mastery, and Purpose
Scott, Jim
Independent School, v70 n3 Spr 2011
In his most recent book, "Drive: The Surprising Truth About What Motivates Us," Daniel Pink argues that people are essentially motivated by three key drivers: (1) Autonomy: The desire to direct their own lives; (2) Mastery: The urge to get better at something that matters; and (3) Purpose: The yearning to do what they do in service of something larger and more enduring than themselves. The author believes that Pink's definition of these primary motivators is especially true for teachers. Those who teach often enter the profession because of their drive for autonomy and self-direction. They continually seek to get better at what they do, to further their own learning and growth, and to pursue their own mastery while collaborating with colleagues who are equally engaged in becoming better at and improving their craft. Most teachers are also inspired by a sense of purpose. First and foremost, they are invested in helping their own students seek mastery and reach their promise. But they also find purpose and satisfaction in helping their school community reach its full potential and fulfill its mission. At the same time, they strive to find meaningful conversations with other educators engaged in improving teaching and learning across the nation and globe. How can a school create the conditions for teachers to satisfy these three primary drivers? How can it best leverage the talent, thoughtfulness, and passion of its faculty? Amid the lingering economic uncertainty and the need for continued prudent fiscal stewardship, it's understandable that schools would be cautious about exploring new programmatic directions or launching bold educational initiatives toward these goals. Yet, this should not be an era of hunkering down, lowering sights, or limiting the imagination and aspirations of teachers. To the contrary, it's a time when schools need to explore how they can best sustain the intellectual inquiry and vitality of their faculty--not only in the best interest of the school, but in the best interest of the nation as well. In this article, the author describes how Punahou School (Hawai'i) has taken up this call through the creation of the Institute for Teaching, Learning, and Instructional Innovation.
National Association of Independent Schools. 1620 L Street NW Suite 1100, Washington, DC 20036. Tel: 800-793-6701; Tel: 202-973-9700; Fax: 202-973-9790; Web site: http://www.nais.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii