![]() ![]() ![]() If educators are not going into teaching for money, then why do people choose to become teachers and why do some choose to stay in the profession? As economic agents, it seems reasonable that we would make wealth-maximizing choices every time one comes along. In fact, studies show that teaching continues to be the single most undervalued career with the greatest potential social benefit. Going into education is not typically what Pink would call a wealth-maximizing choice. ![]() If there is anything an educational leader must know how to do well, it's create and support environments where the satisfaction that comes with educating is implicit. ![]() My goal in this article is to take Pink's understanding of our Intrinsic Drive and elaborate on it for educational leaders. What's key about this drive as an educational leader is that our Intrinsic Drive is extremely fragile and depends on the right environment to thrive. He suggests that instead of two main drivers of human behavior-our biological drives and our reward/punishment drives-there is, in fact a third: our push to do tasks for the basic satisfaction we derive from doing them. Daniel Pink's Drive starts out with a challenge to fundamental Motivation Theory. ![]()
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