THE ROLE OF SCHOOL LEADERSHIP AND INTRINSIC MOTIVATION ON ACADEMIC ENGAGEMENT OF BUSINESS STUDENTS
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Humans are driven to strive for internal goals and never give up by both internal and external factors (Badubi, 2017). Gribanova (2020) defines motivation as the process of offering a reward to induce a particular behavior. is the process of motivating someone to complete an assignment. When someone acts in a way that stems from their own desire, interest, or performance, that person is said to be intrinsically motivated. An individual can labor in return for rewards or to evade penalties due to extrinsic motivation. Begum and Hamzah (2017), It is believed that people respond differently to intrinsic and extrinsic drive. When someone is motivated by internal factors, they work without expecting payment and do things for their own sake. According to Wong (2014), To increase interest in a particular activity, extrinsic motivation—which comes from financial incentives and other forms of rewards—is also required (Badubi, 2017). Teachers have to provide instruction in a focused and orderly learning environment. Both types of incentive are effective, according to other studies. Extrinsic rewards have a negative effect on intrinsic motivation. But if students know right once that they will be paid by someone else, they get disinterested. Student involvement is greatly impacted by decision-making autonomy. Begum and Hamzah (2017), According to Loganathan& Zafar (2020), students who were required to select their favorite activity during the free-choice period allegedly lost interest because it became an obligation. Pupils showed more interest in the task at hand when they did not restrict their free choice exercises. This suggested that students needed to be given the freedom to select how they want to approach learning and get feedback on that approach in order to spark enthusiasm from within. Loganathan and Zafar (2020) Over time, students’ interest in learning must be sustained through the development of intrinsic rather than extrinsic motivation. According to Zaccone and Pedrini (2019), knowing how well students learn is an important topic with significant practical and scientific ramifications. El Massah and Fadly (2017) and Kang et al. (2018) state that researchers have attempted to identify the features that impact real learning processes in educational programs. According to Roy and Parsad (2018), earlier studies found networks between students’ social qualities that affect how well they learn. Self-determination theory provided an explanation of an individual, according to Zaccone and Pedrini (2019). They argued that the satisfaction of one’s demand for competence—defined as the conviction that an individual can act properly in their surroundings to carry out tasks—is the source of happiness for an individual. Those who are effective in satisfying these demands are those who are intrinsically motivated.
Statement of the Problem
Academic engagement is critical to students’ overall performance in business school as well as the development of the skills they will need for their future employment. Numerous factors affect this engagement, but two of the most important ones are intrinsic motivation and school leadership. While instructors and administrators in particular have the ability to establish a positive learning environment, intrinsic motivation is the inner drive that encourages students to take an active role in their education and achieve academic success. According to Roy and Parsad (2018), engaged students absorb more information when they are actively engaged in a lesson. The theories of intrinsic and extrinsic motivation have an impact on students. Based on a few research, both motivational tactics work. Some scholars contend that while intrinsic motivation promotes long-term learning, extrinsic motivation speeds up students’ learning. Nevertheless, even with their accepted significance, there is still a significant knowledge vacuum regarding the combined effects of intrinsic drive and school leadership on business students’ academic engagement. This disparity is especially noticeable in the context of business education, where distinct opportunities and difficulties may influence how students’ internal motivations and leadership practices interact. The lack of thorough study on this relationship makes it more difficult to establish methods and policies that will improve business students’ academic engagement. It also restricts our ability to teach kids in a way that not only transfers knowledge but also cultivates a love of learning and a sense of purpose. Thus, by examining the complex relationship between intrinsic motivation and school leadership and their combined effect on business students’ academic engagement, this study aims to close this important gap. The objective of this study is to offer significant perspectives on how educational administrators might cultivate a setting that enhances students’ innate drive and actively encourages their involvement in the classroom. By doing this, the study hopes to improve business education and create useful strategies for preparing the next generation of corporate leaders.
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