Bu araştırmada, ortaokul öğretmenlerinin mesleki motivasyonlarının ve okullarındaki örgütsel farkındalığa ilişkin görüşlerinin okullara ve öğretmenlere ilişkin çeşitli değişkenler bakımından araştırılması ve okullardaki örgütsel farkındalığın öğretmenlerin mesleki motivasyonlarını yordayıcılığının test edilmesi amaçlanmaktadır. Yordayıcı korelasyonel desendeki bu araştırmanın örneklemi, Şanlıurfa ilindeki ortaokullarda görev yapan ve basit tesadüfi örnekleme yoluyla seçilen 312 öğretmenden oluşmaktadır. Araştırmanın verileri, öğretmenlerin mesleki motivasyonlarının ve okullarda örgütsel farkındalığın incelenmesine yönelik ölçekler aracılığıyla toplanmıştır. Verilerin analizinde, Pearson korelasyon analizi, basit doğrusal regresyon analizi, betimsel istatistikler, bağımsız örneklem t testi, tek yönlü varyans analizi ve tek yönlü varyans analizi ile bağlantılı olarak Welch ve Brown-Forsythe, Tamhane’s T2 ve Scheffe testleri kullanılmıştır. Araştırmanın bulguları, ortaokul öğretmenlerinin mesleki motivasyonunun cinsiyet, branş ve mesleki deneyim değişkenlerine göre farklılık gösterdiğine işaret etmiştir. Ortaokul öğretmenlerinin mesleki motivasyonu ile ortaokullardaki örgütsel farkındalık arasında ise pozitif bir ilişki bulunmaktadır. Okullardaki örgütsel farkındalığa ilişkin öğretmen görüşleri, öğretmenlerin mesleki motivasyonunun anlamlı bir yordayıcısı olarak belirlenmiştir.
Ahluwalia, A.K., & Preet, K. (2017). Age-wise differences in relation to work motivation, organizational commitment and locus of control: A study of university teachers. International Journal of Commerce and Management, 11(1), 24-31.
Akman, Y. (2018). Investigating the relationship between organizational justice, work motivation and teacher performance. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 47(1), 164-187. https://doi.org/10.14812/cuefd.371642
Arendt, J., Verdorfer, A, P., & Kugler, K. (2019). Mindfulness and leadership: Communication as a behavioral correlate of leader mindfulness and its effect on follower satisfaction. Frontiers in Psychology, 10, 667. https://doi.org/10.3389/fpsyg.2019.00667
Aviles, P. R., & Dent, E. B. (2015). The role of mindfulness in leading organizational transformation: A systematic review. The Journal of Applied Management and Entrepreneurship, 20(3), 31-55.
Bastick, T. (2000, February). The measurement of teacher motivation: Cross-cultural and gender comparisons. Paper presented at the Annual Meeting of the Society for Cros-Cultural Research, New Orleans, LA, United States. Retrieved from https://files.eric.ed.gov/fulltext/ED451254.pdf
Carson, R. L., & Chase, M. A. (2009). An examination of physical education teacher motivation from a self-determination theoretical framework. Physical Education & Sport Pedagogy, 14(4), 335–353. https://doi.org/10.1080/17408980802301866
Dane, E., & Brummel, B.J. (2013). Examining workplace mindfulness and its relations to job performance and turnover intention. Human Relations, 67(1), 105-128. https://doi.org/10.1177/00187267134877
de Jesus, S.N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54(1), 119-134. https://doi.org/10.1111/j.1464-0597.2005.00199.x
Dernbecher, S., Risius, M., & Beck, R. (2014). Bridging the gap - Organizational mindfulness and mindful organizing in mobile work environments. Paper presented at the 22nd European Conference on Information Systems (ECIS 2014), Tel Aviv, Israel.
Dewhirst, C.B., & Goldman, J. (2020). Launching motivation for mindfulness: Introducing mindfulness to early childhood preservice teachers. Early Child Development and Care, 190(8), 1299-1312. https://doi.org/10.1080/03004430.2018.1531853
Ergeneli, A., & Eryiğit, M. (2001). Öğretim elemanlarının iş tatmini: Ankara’da devlet ve özel üniversite karşılaştırması. Hacettepe Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 19(2), 159-178.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
Fiol, C. M., & O’Connor, E.J. (2003). Waking up! Mindfulness in the face of bandwagons. The Academy of Management Review, 28(1), 54-70. https://doi.org/10.2307/30040689
Gärtner, C. (2013). Enhancing readiness for change by enhancing mindfulness. Journal of Change Management, 13(1), 52-68. https://doi.org/10.1080/14697017.2013.768433
Gebauer, A. (2012). Mindful organizing as a paradigm to develop managers. Journal of Management Education, 37(2), 203-228. https://doi.org/10.1177/10525629124585
Grant, K.C. (2017). From teaching to being: The qualities of a mindful teacher. Childhood Education, 93(2), 147-152. https://doi.org/10.1080/00094056.2017.1300493
Halis, M., & Uğurlu Ö.Y. (2008). Güncel çalışmalar ışığında örgüt iklimi. “İş, Güç” Endüstri İlişkileri ve İnsan Kaynakları Dergisi, 10(2), 101-123.
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186X.2016.1217819
Hoy, W. K., & Miskel, C. G. (2001). Educational administration: Theory, research, and practice (6th ed.). New York: McGraw-Hill.
Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2004). Theoretical and empirical foundations of mindful school structure. In W. K. Hoy & C. Miskel (Eds.), Educational organization, policy and reforms: Research and Measurement (pp. 305-335). Greenwich, CT: Information Age Publishing.
Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42 (2), 236-255. https://doi.org/10.1177/0013161X04273844
Hülsheger, U.R., Alberts, H.J.E.M., Feinholdt, A., & Lang, J.W.B. (2013). Benefits of mindfulness at work: The role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310-325. https://doi.org/10.1037/a0031313
Hyland, P.K., Lee, R. A., & Mills, M. J. (2015). Mindfulness at work: A new approach to improving individual and organizational performance. Industrial and Organizational Psychology, 8(4), 576-602. https://doi.org/10.1017/iop.2015.41
Jones, T. (2019). Emotional intelligence and NCLEX-RN readiness: A predictive correlational study (Unpublished doctoral dissertation). Capella University, Minneapolis, United States.
Karabağ Köse, E., Karataş, E., Küçükçene, M., & Taş, A. (2021). Öğretmen mesleki motivasyonu ölçeği geçerlik ve güvenirlik çalışması: Çevrimiçi ve kâğıt kalem uygulamalarının karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 51, 479-498. https://doi.org/10.9779/pauefd.707619
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford Press.
Langer, E.J., & Moldoveanu, M. (2000). Mindfulness research and the future. Journal of Social Issues, 56(1), 129-139. https://doi.org/10.1111/0022-4537.00155
Leonard, N.H., Beauvais, L.L., & Scholl R.W. (1999). Work motivation: The incorporation of self-concept-based processes. Human Relations, 52(8), 969-998. https://doi.org/10.1177/001872679905200801
Mahdi, H.S., & Al-Dera, A.S. (2013). The impact of teachers’ age, gender and experience on the use of information and communication technology in EFL teaching. English Language Teaching, 6(6), 57-67. http://dx.doi.org/10.5539/elt.v6n6p57
Malinowski, P., & Lim, H.J. (2015). Mindfulness at work: Positive affect, hope, and optimism mediate the relationship between dispositional mindfulness, work engagement, and well-being. Mindfulness, 6, 1250-1262. https://doi.org/10.1007/s12671-015-0388-5
Meydan, C. H., & Şeşen, H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Yayıncılık.
Mu, E., & Butler, B.S. (2009). The assessment of organizational mindfulness processes for the effective assimilation of IT innovations. Journal of Decision Systems, 18(1), 27-51. https://doi.org/10.3166/jds.18.27-51
Oko, O.F. (2014, November). Impact of teacher motivation on academic performance of students. Paper presented at National Association of Mathematics Students’ Conference/Seminar, Nsugbe, Anambra State, Nigeria.
Ong, C.L. (2013). Towards positive education: A mindful school model (Unpublished doctoral dissertation). University of Pennsylvania, Philadelphia, United States.
Oredo, J.O., & Njihia, J.M. (2015). Mindfulness and quality of innovation in cloud computing adoption. International Journal of Business and Management, 10(1), 144-160. https://doi.org/10.5539/ijbm.v10n1p144
Patterson, M., Warr, P., & West, M. (2004). Organizational climate and company productivity: The role of employee affect and employee level. Journal of Occupational and Organizational Psychology, 77(2), 193–216. https://doi.org/10.1348/096317904774202144
Pelletier, L. G., & Rocchi, M. (2016). Teachers’ motivation in the classroom. In W.C. Liu, J.C.K. Wang, & R.M. Ryan (Eds.), Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 107-127). Singapore: Springer.
Reb, J., Narayanan, J., & Chaturvedi, S. (2014). Leading mindfully: Two studies on the influence of supervisor trait mindfulness on employee well-being and performance. Mindfulness, 5, 36–45. https://doi.org/10.1007/s12671-012-0144-z
Reb, J., Narayanan, J., & Ho, Z.W. (2015). Mindfulness at work: Antecedents and consequences of employee awareness and absent-mindedness. Mindfulness, 6, 111-122. https://doi.org/10.1007/s12671-013-0236-4
Richardson, P.W., & Watt, H.M.G. (2010). Current and future directions in teacher motivation research. In T.C. Urdan & S.A. Karabenick (Eds.), The decade ahead: Applications and contexts of motivation and achievement (pp. 139-173). Bingley, UK: Emerald Group Publishing Limited.
Rocchi, M., & Pelletier, L.G. (2017). The antecedents of coaches’ interpersonal behaviors: The role of the coaching context, coaches’ psychological needs, and coaches’ motivation. Journal of Sport & Exercise Psychology, 39(5), 366-378. https://doi.org/10.1123/jsep.2016-0267
Roche, M., Haar, J.M., & Luthans, F. (2014). The role of mindfulness and psychological capital on the well-being of leaders. Journal of Occupational Health Psychology, 19(4), 476-489. https://doi.org/10.1037/a0037183
Rodgers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice, 12(3), 265–287. https://doi.org/10.1080/13450600500467548
Shah, S.R., & Udgaonkar, U.S. (2018). Influence of gender and age of teachers on teaching: Students’ perspective. International Journal of Current Microbiology and Applied Sciences, 7(1), 2436-2441. https://doi.org/10.20546/ijcmas.2018.701.293
Siegel, D. J. (2010). Mindsight: The new science of personal transformation. New York, NY: Bantam Books.
Smith, K.B, & Larimer, C.W. (2004). A mixed relationship: Bureaucracy and school performance. Public Administration Review, 64(6), 728-736. https://doi.org/10.1111/j.1540-6210.2004.00419.x
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536. https://doi.org/10.1177/0013161X11400185
Triyanto, R.D.H. (2016). Teacher motivation based on gender, tenure and level of education. The New Educational Review, 45(3), 199-209. https://doi.org/10.15804/tner.2016.45.3.16
Valentine, S., Godkin, L., & Varca, P.E. (2010). Role conflict, mindfulness and organizational ethics in an education-based healthcare institution. Journal of Business Ethics, 94, 455-469. https://doi.org/10.1007/s10551-009-0276-9
Vogus, T.J., & Sutcliffe, K.M. (2012). Organizational mindfulness and mindful organizing: A reconciliation and path forward. Academy of Management Learning & Education, 11(4), 722-735. https://doi.org/10.5465/amle.2011.0002c
Wanakacha, C.K., Aloka, P.J.O., & Nyaswa, P. (2018). Gender differences in motivation and teacher performance in core functions in Kenyan secondary schools. Academic Journal of Interdisciplinary Studies, 7(1), 89-95. https://doi.org/10.2478/ajis-2018-0009
Weick, K.E., & Sutcliffe, K.M. (2001). Managing the unexpected: Assuring high performance in an age of complexity. San Francisco: Jossey-Bass.
Weick, K.E., & Sutcliffe, K.M. (2006). Mindfulness and the quality of organizational attention. Organization Science, 17(4), 514-524. https://doi.org/10.1287/orsc.1060.0196
Weick, K.E., & Sutcliffe, K.M. (2007). Managing the unexpected: Resilient performance in an age of uncertainty (2nd ed.). San Francisco, CA: John Wiley & Sons.
Williams, B.W. (2010). Organizational health and mindfulness as predictors of school effectiveness: Using the balanced scorecard (Unpublished doctoral dissertation). The University of Alabama, Tuscaloosa, United States.
Wiyono, B.B. (2016). Comparation of teachers’ work motivation based on gender, age, education level, work duration, rank and school level. Journal of Education and Social Sciences, 3, 61-66.
Zafer Güneş, D. (2014). İlköğretim okulu öğretmenlerinin örgütsel güven ve kolektif yeterlilik algıları ile örgütsel farkındalık düzeyleri arasındaki ilişkinin incelenmesi (Yayınlanmamış doktora tezi). Abant İzzet Baysal Üniversitesi, Bolu.
Zivnuska, S., Kacmar, K.M.., Ferguson, M., & Carlson, D.S. (2016). Mindfulness at work: Resource accumulation, well-being, and attitudes. Career Development International, 21(2), 106-124. https://doi.org/10.1108/CDI-06-2015-0086
SECONDARY SCHOOL TEACHERS’ OPINIONS REGARDING ORGANIZATIONAL MINDFULNESS IN SCHOOLS AS A PREDICTOR OF THEIR PROFESSIONAL MOTIVATION
The purpose of this research is to investigate the secondary school teachers’ professional motivation and their opinions on organizational mindfulness in their schools in terms of various variables related to schools and teachers, and to test whether organizational mindfulness in schools predicts teachers’ professional motivation. The sample of this predictive correlational study consists of 312 teachers working in secondary schools in Şanlıurfa province and selected by simple random sampling. The data of the research were collected through the scales for examining the professional motivation of teachers and the organizational mindfulness in schools. Pearson correlation analysis, simple linear regression analysis, descriptive statistics, independent sample t-test, one-way analysis of variance and Welch and Brown-Forsythe, Tamhane’s T2 and Scheffe tests in conjunction with one-way analysis of variance were used in the data analysis. The findings pointed out that the professional motivation of secondary school teachers differs according to gender, branch and seniority variables. There is a positive relationship between the professional motivation of secondary school teachers and the organizational mindfulness in secondary schools. Teachers’ opinions on organizational mindfulness in schools were found to be a significant predictor of teachers’ professional motivation.
Ahluwalia, A.K., & Preet, K. (2017). Age-wise differences in relation to work motivation, organizational commitment and locus of control: A study of university teachers. International Journal of Commerce and Management, 11(1), 24-31.
Akman, Y. (2018). Investigating the relationship between organizational justice, work motivation and teacher performance. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 47(1), 164-187. https://doi.org/10.14812/cuefd.371642
Arendt, J., Verdorfer, A, P., & Kugler, K. (2019). Mindfulness and leadership: Communication as a behavioral correlate of leader mindfulness and its effect on follower satisfaction. Frontiers in Psychology, 10, 667. https://doi.org/10.3389/fpsyg.2019.00667
Aviles, P. R., & Dent, E. B. (2015). The role of mindfulness in leading organizational transformation: A systematic review. The Journal of Applied Management and Entrepreneurship, 20(3), 31-55.
Bastick, T. (2000, February). The measurement of teacher motivation: Cross-cultural and gender comparisons. Paper presented at the Annual Meeting of the Society for Cros-Cultural Research, New Orleans, LA, United States. Retrieved from https://files.eric.ed.gov/fulltext/ED451254.pdf
Carson, R. L., & Chase, M. A. (2009). An examination of physical education teacher motivation from a self-determination theoretical framework. Physical Education & Sport Pedagogy, 14(4), 335–353. https://doi.org/10.1080/17408980802301866
Dane, E., & Brummel, B.J. (2013). Examining workplace mindfulness and its relations to job performance and turnover intention. Human Relations, 67(1), 105-128. https://doi.org/10.1177/00187267134877
de Jesus, S.N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54(1), 119-134. https://doi.org/10.1111/j.1464-0597.2005.00199.x
Dernbecher, S., Risius, M., & Beck, R. (2014). Bridging the gap - Organizational mindfulness and mindful organizing in mobile work environments. Paper presented at the 22nd European Conference on Information Systems (ECIS 2014), Tel Aviv, Israel.
Dewhirst, C.B., & Goldman, J. (2020). Launching motivation for mindfulness: Introducing mindfulness to early childhood preservice teachers. Early Child Development and Care, 190(8), 1299-1312. https://doi.org/10.1080/03004430.2018.1531853
Ergeneli, A., & Eryiğit, M. (2001). Öğretim elemanlarının iş tatmini: Ankara’da devlet ve özel üniversite karşılaştırması. Hacettepe Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 19(2), 159-178.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
Fiol, C. M., & O’Connor, E.J. (2003). Waking up! Mindfulness in the face of bandwagons. The Academy of Management Review, 28(1), 54-70. https://doi.org/10.2307/30040689
Gärtner, C. (2013). Enhancing readiness for change by enhancing mindfulness. Journal of Change Management, 13(1), 52-68. https://doi.org/10.1080/14697017.2013.768433
Gebauer, A. (2012). Mindful organizing as a paradigm to develop managers. Journal of Management Education, 37(2), 203-228. https://doi.org/10.1177/10525629124585
Grant, K.C. (2017). From teaching to being: The qualities of a mindful teacher. Childhood Education, 93(2), 147-152. https://doi.org/10.1080/00094056.2017.1300493
Halis, M., & Uğurlu Ö.Y. (2008). Güncel çalışmalar ışığında örgüt iklimi. “İş, Güç” Endüstri İlişkileri ve İnsan Kaynakları Dergisi, 10(2), 101-123.
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186X.2016.1217819
Hoy, W. K., & Miskel, C. G. (2001). Educational administration: Theory, research, and practice (6th ed.). New York: McGraw-Hill.
Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2004). Theoretical and empirical foundations of mindful school structure. In W. K. Hoy & C. Miskel (Eds.), Educational organization, policy and reforms: Research and Measurement (pp. 305-335). Greenwich, CT: Information Age Publishing.
Hoy, W. K., Gage, C. Q., & Tarter, C. J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42 (2), 236-255. https://doi.org/10.1177/0013161X04273844
Hülsheger, U.R., Alberts, H.J.E.M., Feinholdt, A., & Lang, J.W.B. (2013). Benefits of mindfulness at work: The role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. Journal of Applied Psychology, 98(2), 310-325. https://doi.org/10.1037/a0031313
Hyland, P.K., Lee, R. A., & Mills, M. J. (2015). Mindfulness at work: A new approach to improving individual and organizational performance. Industrial and Organizational Psychology, 8(4), 576-602. https://doi.org/10.1017/iop.2015.41
Jones, T. (2019). Emotional intelligence and NCLEX-RN readiness: A predictive correlational study (Unpublished doctoral dissertation). Capella University, Minneapolis, United States.
Karabağ Köse, E., Karataş, E., Küçükçene, M., & Taş, A. (2021). Öğretmen mesleki motivasyonu ölçeği geçerlik ve güvenirlik çalışması: Çevrimiçi ve kâğıt kalem uygulamalarının karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 51, 479-498. https://doi.org/10.9779/pauefd.707619
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford Press.
Langer, E.J., & Moldoveanu, M. (2000). Mindfulness research and the future. Journal of Social Issues, 56(1), 129-139. https://doi.org/10.1111/0022-4537.00155
Leonard, N.H., Beauvais, L.L., & Scholl R.W. (1999). Work motivation: The incorporation of self-concept-based processes. Human Relations, 52(8), 969-998. https://doi.org/10.1177/001872679905200801
Mahdi, H.S., & Al-Dera, A.S. (2013). The impact of teachers’ age, gender and experience on the use of information and communication technology in EFL teaching. English Language Teaching, 6(6), 57-67. http://dx.doi.org/10.5539/elt.v6n6p57
Malinowski, P., & Lim, H.J. (2015). Mindfulness at work: Positive affect, hope, and optimism mediate the relationship between dispositional mindfulness, work engagement, and well-being. Mindfulness, 6, 1250-1262. https://doi.org/10.1007/s12671-015-0388-5
Meydan, C. H., & Şeşen, H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Yayıncılık.
Mu, E., & Butler, B.S. (2009). The assessment of organizational mindfulness processes for the effective assimilation of IT innovations. Journal of Decision Systems, 18(1), 27-51. https://doi.org/10.3166/jds.18.27-51
Oko, O.F. (2014, November). Impact of teacher motivation on academic performance of students. Paper presented at National Association of Mathematics Students’ Conference/Seminar, Nsugbe, Anambra State, Nigeria.
Ong, C.L. (2013). Towards positive education: A mindful school model (Unpublished doctoral dissertation). University of Pennsylvania, Philadelphia, United States.
Oredo, J.O., & Njihia, J.M. (2015). Mindfulness and quality of innovation in cloud computing adoption. International Journal of Business and Management, 10(1), 144-160. https://doi.org/10.5539/ijbm.v10n1p144
Patterson, M., Warr, P., & West, M. (2004). Organizational climate and company productivity: The role of employee affect and employee level. Journal of Occupational and Organizational Psychology, 77(2), 193–216. https://doi.org/10.1348/096317904774202144
Pelletier, L. G., & Rocchi, M. (2016). Teachers’ motivation in the classroom. In W.C. Liu, J.C.K. Wang, & R.M. Ryan (Eds.), Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 107-127). Singapore: Springer.
Reb, J., Narayanan, J., & Chaturvedi, S. (2014). Leading mindfully: Two studies on the influence of supervisor trait mindfulness on employee well-being and performance. Mindfulness, 5, 36–45. https://doi.org/10.1007/s12671-012-0144-z
Reb, J., Narayanan, J., & Ho, Z.W. (2015). Mindfulness at work: Antecedents and consequences of employee awareness and absent-mindedness. Mindfulness, 6, 111-122. https://doi.org/10.1007/s12671-013-0236-4
Richardson, P.W., & Watt, H.M.G. (2010). Current and future directions in teacher motivation research. In T.C. Urdan & S.A. Karabenick (Eds.), The decade ahead: Applications and contexts of motivation and achievement (pp. 139-173). Bingley, UK: Emerald Group Publishing Limited.
Rocchi, M., & Pelletier, L.G. (2017). The antecedents of coaches’ interpersonal behaviors: The role of the coaching context, coaches’ psychological needs, and coaches’ motivation. Journal of Sport & Exercise Psychology, 39(5), 366-378. https://doi.org/10.1123/jsep.2016-0267
Roche, M., Haar, J.M., & Luthans, F. (2014). The role of mindfulness and psychological capital on the well-being of leaders. Journal of Occupational Health Psychology, 19(4), 476-489. https://doi.org/10.1037/a0037183
Rodgers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice, 12(3), 265–287. https://doi.org/10.1080/13450600500467548
Shah, S.R., & Udgaonkar, U.S. (2018). Influence of gender and age of teachers on teaching: Students’ perspective. International Journal of Current Microbiology and Applied Sciences, 7(1), 2436-2441. https://doi.org/10.20546/ijcmas.2018.701.293
Siegel, D. J. (2010). Mindsight: The new science of personal transformation. New York, NY: Bantam Books.
Smith, K.B, & Larimer, C.W. (2004). A mixed relationship: Bureaucracy and school performance. Public Administration Review, 64(6), 728-736. https://doi.org/10.1111/j.1540-6210.2004.00419.x
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536. https://doi.org/10.1177/0013161X11400185
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