91 Figura 2 Consumo de los sistemas de refrigeración y calefacción en los meses de

Motivation as earlier indicated in the expectancy theory in this study (1.6.2) relates the mental process regarding choice, or selection and explains the processes that an individual undergoes to make choices. Alignment of aims, purpose and values between staff, teams and organisation is the most fundamental aspect of motivation. The better the alignment and personal association with said aims, the better the platform for success (businessballs.com).

Chapman (2013:1) posits that “where people find it difficult to align and associate with the organisational aims, then most motivational ideas and activities will have a reduced level of success”. Motivational receptiveness and potential in everyone changes from day to day, and from situation to situation. Since people are motivated towards something they can relate to and something they can believe in, motivational methods of any sort will not work if people and organisation are not aligned (ibid.). Motivation has been commonly described as the most significant force to “mobilize people’s commitment to putting their energy into actions designed

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to improve things” (Fullan, 2001 in Al-Sharija 2012:58).For any change to occur there must be a driving force that motivates the change agents to act in a given way, either for or against it.

Ming et al., (2010:6) posit that teachers’ efforts to introduce ICT into their professional practice are influenced both positively and negatively by two important variables; extrinsic and intrinsic. Ertmer (1999) in Ming et al., (2010:6) describes extrinsic factors as first-order barrier to ICT integration, which includes obstacles such as: the lack of access to required hardware and software; insufficient time for teachers to plan instruction and to familiarise themselves with ICT; and inadequate technical training and administrative support. Second-order barriers, on the other hand, are obstacles that impede fundamental change towards ICT integration into the learning environment or school culture. These obstacles are usually rooted in teachers’ underlying beliefs and values about teaching and learning but may not be immediately apparent or in the consciousness of teachers themselves (ibid.).

Motivation ensures the execution of a given strategy to achieve the desired goals. Al-Sharija (2012:5) observes that “the Ministry of Education in Kuwait adopted a seven-part strategy to introduce ICT in Kuwaiti schools”. This strategy incorporated phases that allowed academic staff to maintain and build their abilities to gain essential ICT skills over a five-year period, starting in 2002. The strategy included a number of features to foster implementation, such as: incentive rewards for implementation before the due date; preferential promotion of principals who completed the implementation before the due date; mandating the implementation as an essential requirement for promotion after the due date; and, finally, an International Computer Driving License (ICDL) certificate for employment in teaching after the due date became essential (Ministry of Education in Kuwait 2002).

Gurr, Drysdale and Mulford (2006) in Gronow (2007:6) argue that “shared decision making, distributed leadership and professional learning will motivate and empower others”. In this way, the principal is able to set a goal for the development of ICT in the school by delegating the promotion and development to an ICT leader (ibid.). Moderate delegation in distributed leadership is very vital in motivating various change agents in integrating the desired change in the use of ICT in education administration.

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Vital Wave Consulting (2009:26-27) contends that teachers may be more motivated to be involved in the changeover if they can gain additional certification and skills. They further argue that increased compensation or recognition might make this new technology more appealing and more likely to be fully adopted. “Compensation or recognition could be based on the amount of training a teacher receives, the performance of their students or their own use of the technology. Incentives could include one or more of the following items: financial incentives, professional development and/or certification, Increased status, non-monetary goods” (ibid.).

Policy Note (2005:2-24) observes that “having a recognition system for innovative and effective use of ICT integration in schools will motivate teachers to use ICT in teaching. The schemes can be in the form of awards or grants for teachers, heads of department or principals. It can be at the school, regional or national level. The sponsors could be schools, higher education institutes, private companies or educational organisations”. National awards for outstanding teachers are a good strategy to encourage teachers’ dedication. Support and recognition within and outside schools help to sustain their perseverance and enthusiasm. However, other incentives related to the merit system of promotion could be more sustainable in the long run (ibid.).

Continued effective use of the computers in the classroom depends largely on the sustained motivation and abilities of teachers (Vital Wave Consulting 2009:26). Teachers who are rewarded for embracing the technology will be more likely to meaningfully integrate it into the educational environment. “The potential long-term economic and social benefits that ICT can help deliver are also a major motivator for decision makers” (ibid.). It is therefore the duty of educational managers to ensure that key change agents are motivated accordingly to ensure successful integration of ICT in secondary school administration.