INTERNSHIP PRACTICUM REFLECTIVE JOURNAL WEEK 10
ERDISTON TEACHERS’ TRAINING COLLEGE
POSTGRADUATE DIPLOMA IN EDUCATIONAL
LEADERSHIP
DEL 108- ADMINISTRATORS’ CLINICAL
INTERNSHIP
REFLECTIONS WEEK 10
One factor that significantly
contributes to a positive mindset in the workplace is the state of the physical
environment and its safety. Over the years, I have worked in conditions that
were less than sanitary, posing considerable health risks to both staff and
students. This week, I conducted an inspection of the upper block to identify
any pressing issues and report them to the principal for resolution.
After years of dedicated service
as a teacher, I’ve often wondered how the administration seeks to motivate and
support staff like me. While they and the Ministry of Education demand high
professionalism from us, their approach to addressing our basic needs sometimes
leaves me questioning whether they seek to motivate us. Negative
feedback often seemed to outweigh recognition, while issues affecting our work
environment remained unaddressed for extended periods. Pollack emphasizes that
individuals generally need to trust their environment to be safe and capable of
meeting their basic physiological and psychological needs. He asserts that a
sense of peace and trust is fostered when essential needs, such as health and
safety, are fulfilled, (Pollack, 2020). However, disruptions to these needs can
lead to distrust and potentially give rise to conflict, which, if left
unresolved, can become counterproductive.
Maslow identifies five levels of
needs, ranked in order of importance: physiological, safety and security,
social needs (acceptance), esteem, and self-actualization (Whitaker et al.,
2013). Self-actualization, the highest level, refers to the need for individuals
to realize their potential and express their creativity. However, Whitaker and
colleagues emphasize that lower-level needs, such as physiological needs and
safety, must be fulfilled before individuals can focus on self-actualization.
Therefore, our morale and performance are significantly influenced by the
degree to which our basic physiological and security needs are met. Whitaker et
al. (2013) state, “Understanding where everybody is on the hierarchy can help a
leader give people what they need to be more motivated.” This insight
underscores the importance of addressing foundational needs to foster
motivation and productivity in the workplace.
The condition of classrooms sends
a powerful message to both students and teachers. A well-maintained space can
enhance teaching and learning, while a neglected one can hinder it. One of my
primary concerns is the state of the furniture, particularly desks, which are
being damaged by insects that leave behind considerable dust as evidence of
their activity. Recently, I enlisted the help of two students tore paint some desks in two forms. This initiative served dual purposes:
improving the classroom environment and teaching the students the value of
honest work. By contributing to the enhancement of their school, they also
gained a sense of pride and ownership.
Regarding safety, I am deeply
concerned about the rusting mesh fixtures that cover the louvers adjacent to
the playing field. These fixtures are shedding small particles of rust that
accumulate on the windowsills and potentially pose a hazard. In fact, one of
these particles flew into my eye while I was attempting to close a louver. The
situation is alarming, as these particles could injure a staff member or
student or, if airborne, be inhaled, leading to unknown health risks. This is
not a safe environment for anyone.
When employees perceive their
surroundings as unsafe, it creates a negative psychological impact, often
resulting in stress and decreased motivation. Having experienced prolonged
waits for repairs in the past, I question the administration's approach to prioritizing
these issues. Promptly addressing safety concerns should be a critical part of
staff motivation and well-being.
While I understand that resources
are limited and their allocation must be prioritized, it is essential to ensure
that repairs and upgrades are of a standard that guarantees durability and
safety. For example, why are so many desks being destroyed? Could treated
materials or PVC board have been used as a more resilient option? Seeking
professional advice might help optimize resource allocation and ensure value
for money.
If we are serious about investing
in the lives of our children, we must also commit to providing a safe and
conducive environment for their learning. This includes prioritizing repairs,
maintaining high standards of workmanship, and making thoughtful decisions
about materials and resources. In doing so, we not only protect the health and
safety of students and staff but also create an atmosphere that fosters
motivation, pride, and a shared commitment to excellence.
Whitaker, T., Whitaker, B., & Lumpa, D. (2013). Motivating and
Inspiring Teachers: The Education Leaders’ Guide for Building Staff Morale
(2nd ed.). Routledge.
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