İlköğretim Okullarındaki Öğretmenlerin Güdülenmelerini Artıran, Etkilemeyen ve Düşüren Ögeler

Year 2011, Volume: 28 Issue: 2, 47 - 60, 17.02.2016

Zeynep Kızıltepe

Abstract

Bu çalışmada ilköğretim kurumlarında çalışan öğretmenlerin güdülenmelerini artıran ögelerle,güdülenmelerini etkilemeyen ve güdülenmelerini düşüren ögeler belirlenmeye çalışılmıştır. Araştırmanındeneklerini, İstanbul’da rastgele seçilmiş beş farklı ilköğretim okulunda çalışan tam zamanlı 271 kadın,167erkek olmak üzere toplam 438 öğretmen oluşturmuştur. Deneklere verilen 55 maddeli kontrol listesiKızıltepe’nin (2006) yapmış olduğu çalışmada elde ettiği bulgulardan derlenmiştir. Araştırma bulguları üçmadde halinde sunulabilir: Öğretmenlerin (1) güdülenmelerini artıran ögeler (örneğin: öğrencilerininbaşarıları, derslerine çalışmaları, derse katılmaları, çalıştıkları ortamın huzurlu olması, idare veya işarkadaşlarıyla iyi ilişkiler ve sınıflarının fiziksel ve teknolojik olarak iyi donanımlı olması gibi); (2)güdülenmelerini etkilemeyen ögeler (örneğin: müfettişlerin sınıflarına gelip gidişleri, velilerle iyi geçinemiyorolmak veya okulda kendilerine ait ofislerinin olmayışı gibi); (3) güdülenmelerini düşüren ögeler (örneğin:idarenin kendilerine kötü davranması, öğrencilerine faydalı olamadığını hissetmeleri ve sınıflarının yetersizfiziksel ve teknolojik durumları gibi).

Keywords

--

References

• Achinstein, B. (2006). New teacher and mentor political literacy: Reading, navigating
• and transforming induction contexts. Teachers and Teaching: Theory and
• Practice, 12(2), 123-138.
• Atkinson, J. W. ve Raynor, J.O. (1978). Personality, motivation and achievement.
• Washington, DC: Hemisphere.Barnabe, C. ve Burns, M. (1994). Teachers’ job
• characteristics and motivation, Educational Research, 36(2): 171-185.
• Basak, R. ve Ghosh, A. (2011). School environment and locus of control in relation to
• job satisfaction among school teachers - A study from Indian perspective.
• Procedia Social and Behavioral Sciences, 29, 1199-1208.
• Bogler, R. (2002). Two profiles of school teachers: A discriminant analysis of job
• satisfaction. Teaching and Teacher Education, 18(6), 665–673.
• Bogler, R. (2005). Satisfaction of Jewish and Arab teachers in Israel. The Journal of
• Social Psychology, 145(1), 19-33.
• Boz, Y. ve Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma
• nedenleri [Prospective chemistry mathematics teachers’ reasons for becoming
• teachers]. Kastamonu Eğitim Dergisi (Kastamonu Education Journal), 16(1)
• -144.
• Czubaj, C. A. (1996). Maintaining teacher motivation. Education, 116(3), 372-379.
• Cockburn, A. D. (2000). Elementary teachers’ neHaz: issues of retention and
• recruitment. Teaching and Teacher Education, 16, 223-238.
• Davis, J. ve Wilson, S. M. (2000) Principals’ efforts to empower teachers: Effects on
• teacher motivation and job satisfaction and stress. The Clearing House, 73(6)
• -353.
• Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman.
• Eren, A. ve Tezel, K. V. (2010). Factors influencing teaching choice, Professional
• plans about teaching, and future time perspective: A mediational analysis.
• Teaching and Teacher Education, 26, 1416-1428.
• Freud, S. (1966). The complete introductory lectures on psychoanalysis. New York
• Norton.
• Günbayı, İ. (2001).İlköğretim okulu öğretmenlerinin iş doyumu. Yayımlanmamış
• Doktora Tezi, Ankara: Hacettepe Üniversitesi.
• Hean, S. ve Garrett, R. (2001). Sources of job satisfaction in science secondary school
• teachers in Chile, Compare, 31(3): 363-379.
• Jesus, S. N. ve Lens, W. (2005) An integrated model for the study of teacher
• Motivation, Applied Psychology: An International Review, 54(1): 119-134.
• Kandemir, M. A. ve Gür, H. (2009). What motivates mathematics teachers? Procedia
• Social and Behavioral Sciences, 1, 969-974.
• Karslı, M. ve İskender, H. (2009). To examine the effect of the motivation provided by
• the administration on the job satisfaction of teachers and their institutional
• commitment. Procedia Social and Behavioral Sciences, 1, 2252-2257.
• Kieschke, U. ve Schaarschmidt, U. (2008). Professional commitment and health among
• teachers in Germany: a typological approach. Learning and Instruction, 18(5)
• -437.
• Kiziltepe, Z. (2006) Sources of teacher demotivation. C. Lambert ve C. McCarty
• (Haz.), Understanding teacher stress in an age of accountability, (145-
• .Volume III, Series on Research on Stress and Coping in Education.
• Greenwich, Connecticut: Information Age Publishing.
• Kızıltepe, Z. (2007) Teacher occupational stress in Istanbul. G. Gates (Haz.), Research
• in stress and coping in education, (131-142). Volume IV, Series on Research on
• Stress and Coping in Education. Greenwich, Connecticut: Information Age
• Publishing.
• Kızıltepe, Z. (2008). Motivations and Demotivations of University Teachers. Teachers
• and Teaching: theory and practice, 14(5–6), 515–530.
• Kniveton, B. H. (1991). An investigation of factors contributing to teachers' job
• satisfaction. School Psychology International, 12(4), 361-371
• Kuruüzüm, A. ve Çelik, N. (2005). İkinci mertebe faktör modeli ile öğretmen iş
• doyumunu belirleyen faktörlerin analizi. Hacettepe Üniversitesi Eğitim
• Fakültesi Dergisi, 29, 137-146.
• Lam, B. ve Yan, H. (2011). Beginning teachers’ job satisfaction: the impact of schoolbased factors. Teacher Development, 15(3), 333-348.
• Ma, X. ve MacMillan, R. B. (1999). Influences of workplace conditions on teachers’ job
• satisfaction. The Journal of Educational Research, 93(1), 39-47.
• Malmberg, L. E. (2008). Student teachers’ achievement goal orientations during teacher
• studies: antecedents, correlates and outcomes. Learning and Instruction, 18(5)
• -452.
• Maslow, A. H. (1954). Motivation and personality. New York: Harper ve Row.
• Menon, M. E. ve Athanasoula-Reppa, A. (2011). Job satisfaction among secondary
• school teachers: The role of gender and experience. School Leadership and
• Management, 31(5), 435-450.
• Organ, D. W. (1990) The motivational basis of organizational citizenship behavior.
• B.M. Staw ve L. L. Cummings (Haz.) Research in Organizational Behavior
• vol. 12. Conn.: JAI Press Inc.
• Öğretmenlerin ek iş umudu [Teachers’ hopes for additional work]. (2011). Available
• from http://www.ogretmenlersitesi.com/haber/11109.
• Piaget, J. (1962). Play, dreams, and imitation. New York: Norton.
• Reid, I. ve Thornton, M. (2000). Students’ reasons for choosing primary school
• teaching as a career. Aldenham: Centre for Equality Issues in Education
• University of Hertfordshire.
• Rogers, C. (1962). Toward becoming a fully functioning person. A.W. Combs (Haz.)
• Perceiving behaving becoming a new focus for education (s. 183–196).
• Washington, DC: Association for Supervision and Curriculum Development.
• Sarpkaya, R. (2000). Liselerde çalışan öğretmenlerin iş doyumu. Amme İdaresi Dergisi
• (3), 111-124.
• Sarpkaya, R. (2001). Yöneticilerin öğretmenlerin güdülemesinde içerik kuramlarından
• yararlanması ve bir örnek olay. Burdur Eğitim Fakültesi Dergisi, 1, 95-105.
• Saylan, T. (2005, 24 Kasım) Özür dilerim öğretmenim [I Am Sorry Teacher]. Radikal
• p. 4.
• Schutz, P. A., Crowder, K. C. ve White, V.E. (2001). The development of a goal to
• become a teacher. Journal of Educational Psychology, 93(2), 299-308.
• Scott, C., Cox, S. ve Dinham, S. (1999). The occupational motivation, satisfaction and
• health of English school teachers, Educational Psychology, 19(3), 287-308.
• Skinner, B.F. (1968). The technology of teaching. New York: Appleton-Century-Crofts.
• Smylie, M. A. (1992) Teacher participation in school decision making: assessing
• willingness to participate, Educational Evaluation and Policy Analysis, 14(1)
• -67.
• Smylie, M. A. (2006) Teacher stress in a time of reform. R. Vandenberghe ve A. M.
• Huberman (Haz.), Understanding and preventing teacher burnout, (s. 59-85.
• Cambridge: Cambridge University Press.
• Spector, P. E. (1997). Job satisfaction: Application, assessment, causes and
• consequences. Thousand Oaks, CA: Sage.
• Spilt, J. L., Koomen, H. M. Y. ve Thijs, J. T. (2011). Teacher well-being: The
• importance of teacher-student relationship. Educational Psychology Review, 23
• -477.
• Şahin, H. ve Dursun, A. (2009). Okul öncesi öğretmenlerinin iş doyumları: Burdur
• örneği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 18, 160-174.
• Troman, G. ve Woods, P. (2000). Careers under stress: Teacher adaptations at a time of
• intensive reform. Journal of Educational Change, 1, 253-275.
• Wang, H. H. (2004). Why teach science? Graduate science students’ perceived
• motivations for choosing teaching as a career in Taiwan. International Journal
• of Science Education, 26(1), 113-128.
• Watt, H. M. G. ve Richardson, P. W. (2007). Motivational factors influencing teaching
• as a career choice; development and validation of the FIT-choice scale. Journal
• of Experimental Education, 75(3), 167-202.
• Weiner, B. (1985). Human motivation. New York: Springer-Verlag.
• Zembylas, M. ve Papanastasiou, E. (2004). Job satisfaction among school teachers in
• Cyprus, Journal of Educational Administration, 42, 357-374.
• Zembylas, M. ve Papanastasiou, E. (2006). Sources of teacher job satisfaction and
• dissatisfaction in Cyprus. Compare, 36(2), 229-247.
• Achinstein, B. (2006). New teacher and mentor political literacy: Reading, navigating
• and transforming induction contexts. Teachers and Teaching: Theory and
• Practice, 12(2), 123-138.
• Atkinson, J. W. ve Raynor, J.O. (1978). Personality, motivation and achievement.
• Washington, DC: Hemisphere.Barnabe, C. ve Burns, M. (1994). Teachers’ job
• characteristics and motivation, Educational Research, 36(2): 171-185.
• Basak, R. ve Ghosh, A. (2011). School environment and locus of control in relation to
• job satisfaction among school teachers - A study from Indian perspective.
• Procedia Social and Behavioral Sciences, 29, 1199-1208.
• Bogler, R. (2002). Two profiles of school teachers: A discriminant analysis of job
• satisfaction. Teaching and Teacher Education, 18(6), 665–673.
• Bogler, R. (2005). Satisfaction of Jewish and Arab teachers in Israel. The Journal of
• Social Psychology, 145(1), 19-33.
• Boz, Y. ve Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma
• nedenleri [Prospective chemistry mathematics teachers’ reasons for becoming
• teachers]. Kastamonu Eğitim Dergisi (Kastamonu Education Journal), 16(1)
• -144.
• Czubaj, C. A. (1996). Maintaining teacher motivation. Education, 116(3), 372-379.
• Cockburn, A. D. (2000). Elementary teachers’ neHaz: issues of retention and
• recruitment. Teaching and Teacher Education, 16, 223-238.
• Davis, J. ve Wilson, S. M. (2000) Principals’ efforts to empower teachers: Effects on
• teacher motivation and job satisfaction and stress. The Clearing House, 73(6)
• -353.
• Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman.
• Eren, A. ve Tezel, K. V. (2010). Factors influencing teaching choice, Professional
• plans about teaching, and future time perspective: A mediational analysis.
• Teaching and Teacher Education, 26, 1416-1428.
• Freud, S. (1966). The complete introductory lectures on psychoanalysis. New York
• Norton.
• Günbayı, İ. (2001).İlköğretim okulu öğretmenlerinin iş doyumu. Yayımlanmamış
• Doktora Tezi, Ankara: Hacettepe Üniversitesi.
• Hean, S. ve Garrett, R. (2001). Sources of job satisfaction in science secondary school
• teachers in Chile, Compare, 31(3): 363-379.
• Jesus, S. N. ve Lens, W. (2005) An integrated model for the study of teacher
• Motivation, Applied Psychology: An International Review, 54(1): 119-134.
• Kandemir, M. A. ve Gür, H. (2009). What motivates mathematics teachers? Procedia
• Social and Behavioral Sciences, 1, 969-974.
• Karslı, M. ve İskender, H. (2009). To examine the effect of the motivation provided by
• the administration on the job satisfaction of teachers and their institutional
• commitment. Procedia Social and Behavioral Sciences, 1, 2252-2257.
• Kieschke, U. ve Schaarschmidt, U. (2008). Professional commitment and health among
• teachers in Germany: a typological approach. Learning and Instruction, 18(5)
• -437.
• Kiziltepe, Z. (2006) Sources of teacher demotivation. C. Lambert ve C. McCarty
• (Haz.), Understanding teacher stress in an age of accountability, (145-
• .Volume III, Series on Research on Stress and Coping in Education.
• Greenwich, Connecticut: Information Age Publishing.
• Kızıltepe, Z. (2007) Teacher occupational stress in Istanbul. G. Gates (Haz.), Research
• in stress and coping in education, (131-142). Volume IV, Series on Research on
• Stress and Coping in Education. Greenwich, Connecticut: Information Age
• Publishing.
• Kızıltepe, Z. (2008). Motivations and Demotivations of University Teachers. Teachers
• and Teaching: theory and practice, 14(5–6), 515–530.
• Kniveton, B. H. (1991). An investigation of factors contributing to teachers' job
• satisfaction. School Psychology International, 12(4), 361-371
• Kuruüzüm, A. ve Çelik, N. (2005). İkinci mertebe faktör modeli ile öğretmen iş
• doyumunu belirleyen faktörlerin analizi. Hacettepe Üniversitesi Eğitim
• Fakültesi Dergisi, 29, 137-146.
• Lam, B. ve Yan, H. (2011). Beginning teachers’ job satisfaction: the impact of schoolbased factors. Teacher Development, 15(3), 333-348.
• Ma, X. ve MacMillan, R. B. (1999). Influences of workplace conditions on teachers’ job
• satisfaction. The Journal of Educational Research, 93(1), 39-47.
• Malmberg, L. E. (2008). Student teachers’ achievement goal orientations during teacher
• studies: antecedents, correlates and outcomes. Learning and Instruction, 18(5)
• -452.
• Maslow, A. H. (1954). Motivation and personality. New York: Harper ve Row.
• Menon, M. E. ve Athanasoula-Reppa, A. (2011). Job satisfaction among secondary
• school teachers: The role of gender and experience. School Leadership and
• Management, 31(5), 435-450.
• Organ, D. W. (1990) The motivational basis of organizational citizenship behavior.
• B.M. Staw ve L. L. Cummings (Haz.) Research in Organizational Behavior
• vol. 12. Conn.: JAI Press Inc.
• Öğretmenlerin ek iş umudu [Teachers’ hopes for additional work]. (2011). Available
• from http://www.ogretmenlersitesi.com/haber/11109.
• Piaget, J. (1962). Play, dreams, and imitation. New York: Norton.
• Reid, I. ve Thornton, M. (2000). Students’ reasons for choosing primary school
• teaching as a career. Aldenham: Centre for Equality Issues in Education
• University of Hertfordshire.
• Rogers, C. (1962). Toward becoming a fully functioning person. A.W. Combs (Haz.)
• Perceiving behaving becoming a new focus for education (s. 183–196).
• Washington, DC: Association for Supervision and Curriculum Development.
• Sarpkaya, R. (2000). Liselerde çalışan öğretmenlerin iş doyumu. Amme İdaresi Dergisi
• (3), 111-124.
• Sarpkaya, R. (2001). Yöneticilerin öğretmenlerin güdülemesinde içerik kuramlarından
• yararlanması ve bir örnek olay. Burdur Eğitim Fakültesi Dergisi, 1, 95-105.
• Saylan, T. (2005, 24 Kasım) Özür dilerim öğretmenim [I Am Sorry Teacher]. Radikal
• p. 4.
• Schutz, P. A., Crowder, K. C. ve White, V.E. (2001). The development of a goal to
• become a teacher. Journal of Educational Psychology, 93(2), 299-308.
• Scott, C., Cox, S. ve Dinham, S. (1999). The occupational motivation, satisfaction and
• health of English school teachers, Educational Psychology, 19(3), 287-308.
• Skinner, B.F. (1968). The technology of teaching. New York: Appleton-Century-Crofts.
• Smylie, M. A. (1992) Teacher participation in school decision making: assessing
• willingness to participate, Educational Evaluation and Policy Analysis, 14(1)
• -67.
• Smylie, M. A. (2006) Teacher stress in a time of reform. R. Vandenberghe ve A. M.
• Huberman (Haz.), Understanding and preventing teacher burnout, (s. 59-85.
• Cambridge: Cambridge University Press.
• Spector, P. E. (1997). Job satisfaction: Application, assessment, causes and
• consequences. Thousand Oaks, CA: Sage.
• Spilt, J. L., Koomen, H. M. Y. ve Thijs, J. T. (2011). Teacher well-being: The
• importance of teacher-student relationship. Educational Psychology Review, 23
• -477.
• Şahin, H. ve Dursun, A. (2009). Okul öncesi öğretmenlerinin iş doyumları: Burdur
• örneği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 18, 160-174.
• Troman, G. ve Woods, P. (2000). Careers under stress: Teacher adaptations at a time of
• intensive reform. Journal of Educational Change, 1, 253-275.
• Wang, H. H. (2004). Why teach science? Graduate science students’ perceived
• motivations for choosing teaching as a career in Taiwan. International Journal
• of Science Education, 26(1), 113-128.
• Watt, H. M. G. ve Richardson, P. W. (2007). Motivational factors influencing teaching
• as a career choice; development and validation of the FIT-choice scale. Journal
• of Experimental Education, 75(3), 167-202.
• Weiner, B. (1985). Human motivation. New York: Springer-Verlag.
• Zembylas, M. ve Papanastasiou, E. (2004). Job satisfaction among school teachers in
• Cyprus, Journal of Educational Administration, 42, 357-374.
• Zembylas, M. ve Papanastasiou, E. (2006). Sources of teacher job satisfaction and
• dissatisfaction in Cyprus. Compare, 36(2), 229-247.