MASLOW’S HIERARCHY OF NEEDS

Introduction

Maslow’s hierarchical theory of motivation is also called Need Gratification Theory. It was put forward by Abraham Maslow, a human psychologist, born to a Russian immigrant couple in New Yark city in 1908.  Maslow assumes that the human motives are arranged along the hierarchy of potency. That need which has the greatest potency at any given time dominates behaviour and demand satisfaction. When the need satisfied, a higher order motive makes its appearance and demand satisfaction and so on to the top hierarchy.

Hierarchy of Needs

Maslow suggested that when needs are satisfied at one level, the next higher order of needs becomes pre-potent. The unsatisfied needs are dominated and organize the behaviour of the organism.

1. Physiological Needs

The needs are for food, water, air, sleep, activity, sex and sensory satisfaction. Hungry children manifest apathy, lethargy, inability to pay attention and perhaps over concern about food to such a degree those responses to classroom stimuli do not occur. Moreover, energy, health of illness, effectiveness of sensory function etc. also come under physiological needs.

2. Safety Needs

The children are dominated by safety, seeking behaviour, if their physiological needs are satisfied. Because of the need for safety, children prefer care during illness, routines, dependable parents and an orderly world. They need the feeling of security that comes from structure, discipline and consistency.

3. Love and Belongingness

When both physiological and safety needs are satisfied, the need for love, affection and belongingness will emerge. Maslow’s pointed out that affection or love relationship expresses itself in our society mostly between sweet-hearts, spouses, parents, children and friends. However in our society the need for belongingness is a necessity to have more diffused love or affection with a number of others as well.

4. Self-Esteem

All people a stable, confidently based high evaluation of themselves. This entails a self respect and prestige from others. The needs satisfied by (1) confidence and independence (2) recognition, attention and appreciation from others. They are involved in many social service activities for getting prestige.

5. Self-Actualization

If all the above needs are fulfilled, then the individual became self-actualized. Self-actualization refers to the desire of an individual to “become everything that one is capable of becoming”. Maslow calls persons whose needs (including that for actualization) are satisfied, basically satisfied people. They are having realistic self-image, good temperament, well adjusted and good mental health.

Characteristics of Self-Actualized Persons

1. They are realistic oriented.

2. They accept themselves, other people ant the natural world for what they are.

3. They have spontaneous in thinking, emotions and behavior.

4. They are problem centered rather than Self-centered.

5. They are autonomous and independent in the face of rejection and popularity.

6. Their intimate relationships with a few specially loved people tent to be profound and deeply emotional rather than superficial.

7. They will be happy, creative will adjusted, helpful and willing to accept others.

8. They will have a good sense of humour.

9. They resist total conventionality to the culture.

10. They are democratic in their attitude towards others.

Educational Implications

Physiological Needs

To have proper intellectual activity in the class room, the teacher must help them first to meet their physiological needs.

The teacher should

1. See whether the chairs, desks and tables are of proper size to the children.

2. Take care to maintain good lighting and ventilation in the class room.

3. Be in the close contact with the children who have visual and auditory defect to minimize the difficulties.

4. See whether the pupils are adequately dressed to protect themselves from the cold and heat.

5. Take care in the toilet practice.

Safety Needs

1. Teacher’s behaviour should be consistent (reliable) It is helpful, especially to the pupil who tends to be insecure.

2. The more clearly and specifically educational objectives are stated, the greater is the motivation and the more efficient is the learning.

3. When a test is announced, it should be given on schedule.

4. Grading should not be based on partially on conduct and attitude at one time if it to be based entirely on achievement in other occasions.

5. Discipline must be reasonable and cooperative rather than arbitrary (chance) and autocratic.

Love and Belongingness

1. Identify is the key factor motivation. When pupils feel that they are identified and are part of the group, desirable and purposeful learning activities may be facilitated.

2. Teachers should use group and individual counseling to encourage pupils to make their classmates feel at home.

3. Teachers should assign duties and responsibilities in such a way that all pupils become functioning members of the group.

4. Teachers should form the group for mutual attraction and support with in the group.

Self-Esteem Needs

1. Schoolwork should not be too easy or too difficult for the students to complete. Teachers should find something the pupil can do something that makes him feel important.

2. Teachers should recognize pupils as worthy individuals in the group.

3. Teachers should recognize that there are different ways achieving status: consequently there are different methods for using status as a motivation.

Self-Actualization

Some pupils work as a matter of compliance to authority, some seek to satisfy curiosity, others work to prove their superiority and still others work because the immediate task is seen as a step towards a long range goal. Hence, varied curricula, provision for choice of activity by individual pupils, plans for independent study and availability of guidance and counseling workers all have a place in providing opportunities for self-actualization.