Motivational management and the teaching vocation: a theoretical approach

Abstract

This paper examines how educational management can support and sustain the teaching vocation in contemporary schools. Building on established motivational theories, including those of Maslow, Herzberg, and Deci and Ryan, together with recent Romanian research, the study argues that vocation should be understood not only as a personal trait, but also as a valuable organizational resource. When teachers experience trust, recognition, and appropriate working conditions, their intrinsic motivation becomes more stable and more visible in daily practice. The paper proposes a simple theoretical model that links two central dimensions: the teacher’s internal motivation—expressed through autonomy, competence, and perceived meaning—and the external environment shaped by school leadership. Supportive, fair, and inspirational management strengthens these internal drivers, encouraging teachers to remain engaged, resilient, and professionally fulfilled. In contrast, a lack of managerial support can gradually weaken the sense of vocation, leading to lower motivation, reduced involvement, and declining educational quality. The paper concludes that leadership focused on collaboration, respect, and continuous development creates a climate in which teachers can grow and maintain their commitment to the profession. Future research should investigate how different managerial practices influence teacher motivation, vocational identity, and overall school performance