CREATING WORK MOTIVATION FOR TEACHERS IN HIGH SCHOOLS IN TRUC NINH DISTRICT, NAM DINH PROVINCE ON THE BASIS OF MASLOW'S HIERARCHY OF NEEDS

Abstract

This study focuses on examining the current state of work motivation among teachers at upper secondary schools in Truc Ninh district, Nam Dinh province, based on Maslow's hierarchy of needs theory. The objective of the research is to assess the extent to which five fundamental categories of needs among teachers are being met, including physiological needs, safety needs, social needs, esteem needs, and self-actualization needs. Based on the findings, the paper proposes appropriate solutions to enhance the effectiveness of human resource management in schools. The research employed various methods, including document analysis, questionnaire surveys (185 valid responses, consisting of 172 teachers and 13 school administrators), in-depth interviews, and data processing using Microsoft Excel. A five-point Likert scale was applied in the evaluation. The results indicate that physiological needs were met at a relatively high level (average score of 3.47), while the remaining needs—safety (3.14), social (2.87), esteem (2.83), and self-actualization—were only met at a moderate level. Several existing policies have not proven to be truly effective and require adjustments and improvements. In conclusion, applying Maslow’s theory is essential as it enables school administrators to better identify and fulfill the needs of teachers, thereby enhancing their motivation and improving the overall quality of education.