MASLOW

1.
1 The Needs Theory, Reinforcement (Provision of Needs or Rewards)

and Pupils’ Absenteeism
In 1943, Abraham Maslow in a seminar paper, titled “A Theory of Human Motivation” proposed that a person’s
motivational needs could be arranged in a hierarchical order, which is based on the following four major
assumptions (as cited in Lussier & Achua, 2001):
1) Only unmet needs motivate.
2) People’s needs are arranged in order of importance (hierarchy) going from basic to complex needs.
3) People will not be motivated to satisfy a higher level need unless the lower level need has been at least
minimally satisfied.
4) People have five classifications of needs, which are presented in hierarchical order from low to high
level of needs.
Inherent in this hierarchical order of needs is the fact that once a given level of need is satisfied, it no longer
serves to motivate rather the next higher level of need has to be activated in order to motivate the individual. The
hierarchy of needs theory proposes that people are motivated and reinforced through five levels of needs, which
are; physiological, safety, belongingness, esteem, and self-actualization.
Physiological needs: These are the basic human needs such as food, clothing, sex, shelter, relief or avoidance of
pain that sustain life. Until these basic needs are satisfied to the degree needed, for sufficient operation of the
body, majority of a person’s activity will probably be at this level and other needs will provide little or no
motivation and reinforcement (Johnmarshall, 2009). Pupils are encouraged to attend school regularly when all
their physiological needs including food are provided (Lussier & Achua, 2001).
Safety or Security Needs: These needs are essential, the desire to be free of the fear of physical danger and the
deprivation of the basic physiological needs. This is a need for self-preservation and the concern for the future. If
an individual’s safety or security need is in danger, other things seem unimportant. Loren (2011), buttressing
pupils’ safety opined that Safety school and home environments are prerequisites to reducing pupils’
absenteeism.
Social or Affiliation (belongingness) Needs: Social needs include the need to belong and be accepted by people.
Love and care from parents and teachers are critical for pupils’ regular attendance and academic progress
(Johnmarshall, 2009; Lussier & Achua, 2001)
Esteem Needs: The esteem needs represent the individual’s ego status, self-esteem, recognition for
jel.ccsenet.org Journal of Education and Learning Vol. 7, No. 6; 2018
140
accomplishment from others. The satisfaction of these needs produces feelings of self-confidence, prestige,
power and control. When school pupils are made by their teachers and parents to feel that they are useful and
their act of school attendance is reinforced or rewarded, they will no doubt continue to be regular at school.
Self-Actualization: This is the need to maximize one’s potential whatever, it may be as Maslow expressed it,
“What a man be, he must be”. It is also the desire to become what one is capable of becoming (Aggarwal, 1995).
This implies that if school pupils’ potentials are identified by teachers and parents early enough, they could be
helped and encouraged through counselling and assurance to become whatever they want to become in future.
This will be very reinforcing for them to continue daily school attendance without breaks.
1.2 School and Home Environment
Loren (2011), investigated into the problem of Grade Six students pupils’ absenteeism at Zapote Elementary
School. The study was conducted against the perceived harmful effects of absenteeism on the academic
progression and future prosperity of the pupils.
Data were collected using interviews and questionnaires developed on a five-point scale to elicit students’ views
about factors militating against their ability to be regular in school. Mean values, frequency and percentage counts
were used in the analysis and interpretation of data collected within the 2010/2011 academic year.
Loren’s (2011) study, revealed that causes of students’ absenteeism was related to factors like physical (danger
caused as a result of walking to school, school being very far away from home and the like), health, pupils’
personal attitudes, teacher and classroom related issues, and parental related factors. The study found that teacher
and pupils’ attitudes contribute 75 percent of pupils’ absenteeism, parental (parents’ inability to provide needs of
their wards) and home related constitutes 81 percent of absenteeism. Classroom environmental issues also
contribute 70 percent of the causes of pupils’ absenteeism. Going forward regarding curbing the problem of
absenteeism, the study recommended among others the following:
1) Education of students on the importance of education; ensuring that classroom atmosphere is conducive
for learning and the education of parents on the need to adequately provide the needs of their wards in order for
them to be regular at school.
2) Teachers should give extra attention to pupils who lag behind in classroom lessons.
3) All school pupils should be counselled to realise that their academic success and prosperity in future is
very much dependent on their positive attitude towards school.

MASLOW

Uploaded by

Copyright:

Available Formats

MASLOW

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MASLOW

Uploaded by

Copyright:

Available Formats

1.

1 The Needs Theory, Reinforcement (Provision of Needs or Rewards)

You might also like