'Money is the most important factor for motivating teachers in a school.' Discuss this view.

Mark scheme

Marking points from the official mark scheme (May/June 2017). The mark or mark type is shown in brackets.

1. [17-20] Effective evaluation of the view that money is the most important factor that motivates teachers in a school with reference to motivation concepts/theories.
2. [13-16] Good analysis and limited evaluation of the view that money is the most important factor that motivates teachers in a school with reference to motivation concepts/theories.
3. [11-12] Analysis of the view that money is the most important factor that motivates teachers in a school with possible reference to motivation concepts/theories.
4. [5-10] Limited analysis with application to a business of the view that money is the most important factor that motivates teachers in a school.
5. [1-4] Understanding of motivation and/or teacher motivation.
6. [0] No creditable content.
7. Answers may include: a recognition that financial rewards are considered to be very important as a means of satisfying and motivating workers in businesses.
8. Reference to Taylor and 'economic man' theory and the lowest Maslow hierarchy of needs, or Herzberg hygiene expectations.
9. A recognition that there are alternative and revisionary theories and explanations of worker motivation – references to Maslow, Herzberg, Mayo, McClelland and Vroom (content and process theories).
10. The significance of non-financial rewards to satisfy higher order needs and to act as motivators will be explored.
11. Good answers will attempt to comment [using the context of school teachers] on the relative importance of financial and non-financial rewards (such as recognition, challenge, self-actualisation) and understand that any judgements about significance and importance may well need to take account of specific job situations, specific organisational settings, and specific individual worker aspirations and expectations.
12. Recognition that specific organisation / work / person situations will likely suggest different combinations of theoretical and practical motivating rewards [again referring to the context of schools/school teachers].
13. Evaluation may well be made as a judgement is made of the relative importance of money and other factors affecting motivation in context.