İlköğretim Okullarındaki Öğretmenlerin Güdülenmelerini Artıran, Etkilemeyen ve Düşüren Ögeler

Öz

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).

Anahtar Kelimeler

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Kaynakça

1. Achinstein, B. (2006). New teacher and mentor political literacy: Reading, navigating
2. and transforming induction contexts. Teachers and Teaching: Theory and
3. Practice, 12(2), 123-138.
4. Atkinson, J. W. ve Raynor, J.O. (1978). Personality, motivation and achievement.
5. Washington, DC: Hemisphere.Barnabe, C. ve Burns, M. (1994). Teachers’ job
6. characteristics and motivation, Educational Research, 36(2): 171-185.
7. Basak, R. ve Ghosh, A. (2011). School environment and locus of control in relation to
8. job satisfaction among school teachers - A study from Indian perspective.

9. Procedia Social and Behavioral Sciences, 29, 1199-1208.
10. Bogler, R. (2002). Two profiles of school teachers: A discriminant analysis of job
11. satisfaction. Teaching and Teacher Education, 18(6), 665–673.
12. Bogler, R. (2005). Satisfaction of Jewish and Arab teachers in Israel. The Journal of
13. Social Psychology, 145(1), 19-33.
14. Boz, Y. ve Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma
15. nedenleri [Prospective chemistry mathematics teachers’ reasons for becoming
16. teachers]. Kastamonu Eğitim Dergisi (Kastamonu Education Journal), 16(1)
17. -144.
18. Czubaj, C. A. (1996). Maintaining teacher motivation. Education, 116(3), 372-379.
19. Cockburn, A. D. (2000). Elementary teachers’ neHaz: issues of retention and
20. recruitment. Teaching and Teacher Education, 16, 223-238.
21. Davis, J. ve Wilson, S. M. (2000) Principals’ efforts to empower teachers: Effects on
22. teacher motivation and job satisfaction and stress. The Clearing House, 73(6)
23. -353.
24. Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman.
25. Eren, A. ve Tezel, K. V. (2010). Factors influencing teaching choice, Professional
26. plans about teaching, and future time perspective: A mediational analysis.
27. Teaching and Teacher Education, 26, 1416-1428.
28. Freud, S. (1966). The complete introductory lectures on psychoanalysis. New York
29. Norton.
30. Günbayı, İ. (2001).İlköğretim okulu öğretmenlerinin iş doyumu. Yayımlanmamış
31. Doktora Tezi, Ankara: Hacettepe Üniversitesi.
32. Hean, S. ve Garrett, R. (2001). Sources of job satisfaction in science secondary school
33. teachers in Chile, Compare, 31(3): 363-379.
34. Jesus, S. N. ve Lens, W. (2005) An integrated model for the study of teacher
35. Motivation, Applied Psychology: An International Review, 54(1): 119-134.
36. Kandemir, M. A. ve Gür, H. (2009). What motivates mathematics teachers? Procedia
37. Social and Behavioral Sciences, 1, 969-974.
38. Karslı, M. ve İskender, H. (2009). To examine the effect of the motivation provided by
39. the administration on the job satisfaction of teachers and their institutional
40. commitment. Procedia Social and Behavioral Sciences, 1, 2252-2257.
41. Kieschke, U. ve Schaarschmidt, U. (2008). Professional commitment and health among
42. teachers in Germany: a typological approach. Learning and Instruction, 18(5)
43. -437.
44. Kiziltepe, Z. (2006) Sources of teacher demotivation. C. Lambert ve C. McCarty
45. (Haz.), Understanding teacher stress in an age of accountability, (145-
46. .Volume III, Series on Research on Stress and Coping in Education.
47. Greenwich, Connecticut: Information Age Publishing.
48. Kızıltepe, Z. (2007) Teacher occupational stress in Istanbul. G. Gates (Haz.), Research
49. in stress and coping in education, (131-142). Volume IV, Series on Research on
50. Stress and Coping in Education. Greenwich, Connecticut: Information Age
51. Publishing.
52. Kızıltepe, Z. (2008). Motivations and Demotivations of University Teachers. Teachers
53. and Teaching: theory and practice, 14(5–6), 515–530.
54. Kniveton, B. H. (1991). An investigation of factors contributing to teachers' job
55. satisfaction. School Psychology International, 12(4), 361-371
56. Kuruüzüm, A. ve Çelik, N. (2005). İkinci mertebe faktör modeli ile öğretmen iş
57. doyumunu belirleyen faktörlerin analizi. Hacettepe Üniversitesi Eğitim
58. Fakültesi Dergisi, 29, 137-146.
59. Lam, B. ve Yan, H. (2011). Beginning teachers’ job satisfaction: the impact of schoolbased factors. Teacher Development, 15(3), 333-348.
60. Ma, X. ve MacMillan, R. B. (1999). Influences of workplace conditions on teachers’ job
61. satisfaction. The Journal of Educational Research, 93(1), 39-47.
62. Malmberg, L. E. (2008). Student teachers’ achievement goal orientations during teacher
63. studies: antecedents, correlates and outcomes. Learning and Instruction, 18(5)
64. -452.
65. Maslow, A. H. (1954). Motivation and personality. New York: Harper ve Row.
66. Menon, M. E. ve Athanasoula-Reppa, A. (2011). Job satisfaction among secondary
67. school teachers: The role of gender and experience. School Leadership and
68. Management, 31(5), 435-450.
69. Organ, D. W. (1990) The motivational basis of organizational citizenship behavior.
70. B.M. Staw ve L. L. Cummings (Haz.) Research in Organizational Behavior
71. vol. 12. Conn.: JAI Press Inc.
72. Öğretmenlerin ek iş umudu [Teachers’ hopes for additional work]. (2011). Available
73. from http://www.ogretmenlersitesi.com/haber/11109.
74. Piaget, J. (1962). Play, dreams, and imitation. New York: Norton.
75. Reid, I. ve Thornton, M. (2000). Students’ reasons for choosing primary school
76. teaching as a career. Aldenham: Centre for Equality Issues in Education
77. University of Hertfordshire.
78. Rogers, C. (1962). Toward becoming a fully functioning person. A.W. Combs (Haz.)
79. Perceiving behaving becoming a new focus for education (s. 183–196).
80. Washington, DC: Association for Supervision and Curriculum Development.
81. Sarpkaya, R. (2000). Liselerde çalışan öğretmenlerin iş doyumu. Amme İdaresi Dergisi
82. (3), 111-124.
83. Sarpkaya, R. (2001). Yöneticilerin öğretmenlerin güdülemesinde içerik kuramlarından
84. yararlanması ve bir örnek olay. Burdur Eğitim Fakültesi Dergisi, 1, 95-105.
85. Saylan, T. (2005, 24 Kasım) Özür dilerim öğretmenim [I Am Sorry Teacher]. Radikal
86. p. 4.
87. Schutz, P. A., Crowder, K. C. ve White, V.E. (2001). The development of a goal to
88. become a teacher. Journal of Educational Psychology, 93(2), 299-308.
89. Scott, C., Cox, S. ve Dinham, S. (1999). The occupational motivation, satisfaction and
90. health of English school teachers, Educational Psychology, 19(3), 287-308.
91. Skinner, B.F. (1968). The technology of teaching. New York: Appleton-Century-Crofts.
92. Smylie, M. A. (1992) Teacher participation in school decision making: assessing
93. willingness to participate, Educational Evaluation and Policy Analysis, 14(1)
94. -67.
95. Smylie, M. A. (2006) Teacher stress in a time of reform. R. Vandenberghe ve A. M.
96. Huberman (Haz.), Understanding and preventing teacher burnout, (s. 59-85.
97. Cambridge: Cambridge University Press.
98. Spector, P. E. (1997). Job satisfaction: Application, assessment, causes and
99. consequences. Thousand Oaks, CA: Sage.
100. Spilt, J. L., Koomen, H. M. Y. ve Thijs, J. T. (2011). Teacher well-being: The
101. importance of teacher-student relationship. Educational Psychology Review, 23
102. -477.
103. Şahin, H. ve Dursun, A. (2009). Okul öncesi öğretmenlerinin iş doyumları: Burdur
104. örneği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 18, 160-174.
105. Troman, G. ve Woods, P. (2000). Careers under stress: Teacher adaptations at a time of
106. intensive reform. Journal of Educational Change, 1, 253-275.
107. Wang, H. H. (2004). Why teach science? Graduate science students’ perceived
108. motivations for choosing teaching as a career in Taiwan. International Journal
109. of Science Education, 26(1), 113-128.
110. Watt, H. M. G. ve Richardson, P. W. (2007). Motivational factors influencing teaching
111. as a career choice; development and validation of the FIT-choice scale. Journal
112. of Experimental Education, 75(3), 167-202.
113. Weiner, B. (1985). Human motivation. New York: Springer-Verlag.
114. Zembylas, M. ve Papanastasiou, E. (2004). Job satisfaction among school teachers in
115. Cyprus, Journal of Educational Administration, 42, 357-374.
116. Zembylas, M. ve Papanastasiou, E. (2006). Sources of teacher job satisfaction and
117. dissatisfaction in Cyprus. Compare, 36(2), 229-247.
118. Achinstein, B. (2006). New teacher and mentor political literacy: Reading, navigating
119. and transforming induction contexts. Teachers and Teaching: Theory and
120. Practice, 12(2), 123-138.
121. Atkinson, J. W. ve Raynor, J.O. (1978). Personality, motivation and achievement.
122. Washington, DC: Hemisphere.Barnabe, C. ve Burns, M. (1994). Teachers’ job
123. characteristics and motivation, Educational Research, 36(2): 171-185.
124. Basak, R. ve Ghosh, A. (2011). School environment and locus of control in relation to
125. job satisfaction among school teachers - A study from Indian perspective.
126. Procedia Social and Behavioral Sciences, 29, 1199-1208.
127. Bogler, R. (2002). Two profiles of school teachers: A discriminant analysis of job
128. satisfaction. Teaching and Teacher Education, 18(6), 665–673.
129. Bogler, R. (2005). Satisfaction of Jewish and Arab teachers in Israel. The Journal of
130. Social Psychology, 145(1), 19-33.
131. Boz, Y. ve Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma
132. nedenleri [Prospective chemistry mathematics teachers’ reasons for becoming
133. teachers]. Kastamonu Eğitim Dergisi (Kastamonu Education Journal), 16(1)
134. -144.
135. Czubaj, C. A. (1996). Maintaining teacher motivation. Education, 116(3), 372-379.
136. Cockburn, A. D. (2000). Elementary teachers’ neHaz: issues of retention and
137. recruitment. Teaching and Teacher Education, 16, 223-238.
138. Davis, J. ve Wilson, S. M. (2000) Principals’ efforts to empower teachers: Effects on
139. teacher motivation and job satisfaction and stress. The Clearing House, 73(6)
140. -353.
141. Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman.
142. Eren, A. ve Tezel, K. V. (2010). Factors influencing teaching choice, Professional
143. plans about teaching, and future time perspective: A mediational analysis.
144. Teaching and Teacher Education, 26, 1416-1428.
145. Freud, S. (1966). The complete introductory lectures on psychoanalysis. New York
146. Norton.
147. Günbayı, İ. (2001).İlköğretim okulu öğretmenlerinin iş doyumu. Yayımlanmamış
148. Doktora Tezi, Ankara: Hacettepe Üniversitesi.
149. Hean, S. ve Garrett, R. (2001). Sources of job satisfaction in science secondary school
150. teachers in Chile, Compare, 31(3): 363-379.
151. Jesus, S. N. ve Lens, W. (2005) An integrated model for the study of teacher
152. Motivation, Applied Psychology: An International Review, 54(1): 119-134.
153. Kandemir, M. A. ve Gür, H. (2009). What motivates mathematics teachers? Procedia
154. Social and Behavioral Sciences, 1, 969-974.
155. Karslı, M. ve İskender, H. (2009). To examine the effect of the motivation provided by
156. the administration on the job satisfaction of teachers and their institutional
157. commitment. Procedia Social and Behavioral Sciences, 1, 2252-2257.
158. Kieschke, U. ve Schaarschmidt, U. (2008). Professional commitment and health among
159. teachers in Germany: a typological approach. Learning and Instruction, 18(5)
160. -437.
161. Kiziltepe, Z. (2006) Sources of teacher demotivation. C. Lambert ve C. McCarty
162. (Haz.), Understanding teacher stress in an age of accountability, (145-
163. .Volume III, Series on Research on Stress and Coping in Education.
164. Greenwich, Connecticut: Information Age Publishing.
165. Kızıltepe, Z. (2007) Teacher occupational stress in Istanbul. G. Gates (Haz.), Research
166. in stress and coping in education, (131-142). Volume IV, Series on Research on
167. Stress and Coping in Education. Greenwich, Connecticut: Information Age
168. Publishing.
169. Kızıltepe, Z. (2008). Motivations and Demotivations of University Teachers. Teachers
170. and Teaching: theory and practice, 14(5–6), 515–530.
171. Kniveton, B. H. (1991). An investigation of factors contributing to teachers' job
172. satisfaction. School Psychology International, 12(4), 361-371
173. Kuruüzüm, A. ve Çelik, N. (2005). İkinci mertebe faktör modeli ile öğretmen iş
174. doyumunu belirleyen faktörlerin analizi. Hacettepe Üniversitesi Eğitim
175. Fakültesi Dergisi, 29, 137-146.
176. Lam, B. ve Yan, H. (2011). Beginning teachers’ job satisfaction: the impact of schoolbased factors. Teacher Development, 15(3), 333-348.
177. Ma, X. ve MacMillan, R. B. (1999). Influences of workplace conditions on teachers’ job
178. satisfaction. The Journal of Educational Research, 93(1), 39-47.
179. Malmberg, L. E. (2008). Student teachers’ achievement goal orientations during teacher
180. studies: antecedents, correlates and outcomes. Learning and Instruction, 18(5)
181. -452.
182. Maslow, A. H. (1954). Motivation and personality. New York: Harper ve Row.
183. Menon, M. E. ve Athanasoula-Reppa, A. (2011). Job satisfaction among secondary
184. school teachers: The role of gender and experience. School Leadership and
185. Management, 31(5), 435-450.
186. Organ, D. W. (1990) The motivational basis of organizational citizenship behavior.
187. B.M. Staw ve L. L. Cummings (Haz.) Research in Organizational Behavior
188. vol. 12. Conn.: JAI Press Inc.
189. Öğretmenlerin ek iş umudu [Teachers’ hopes for additional work]. (2011). Available
190. from http://www.ogretmenlersitesi.com/haber/11109.
191. Piaget, J. (1962). Play, dreams, and imitation. New York: Norton.
192. Reid, I. ve Thornton, M. (2000). Students’ reasons for choosing primary school
193. teaching as a career. Aldenham: Centre for Equality Issues in Education
194. University of Hertfordshire.
195. Rogers, C. (1962). Toward becoming a fully functioning person. A.W. Combs (Haz.)
196. Perceiving behaving becoming a new focus for education (s. 183–196).
197. Washington, DC: Association for Supervision and Curriculum Development.
198. Sarpkaya, R. (2000). Liselerde çalışan öğretmenlerin iş doyumu. Amme İdaresi Dergisi
199. (3), 111-124.
200. Sarpkaya, R. (2001). Yöneticilerin öğretmenlerin güdülemesinde içerik kuramlarından
201. yararlanması ve bir örnek olay. Burdur Eğitim Fakültesi Dergisi, 1, 95-105.
202. Saylan, T. (2005, 24 Kasım) Özür dilerim öğretmenim [I Am Sorry Teacher]. Radikal
203. p. 4.
204. Schutz, P. A., Crowder, K. C. ve White, V.E. (2001). The development of a goal to
205. become a teacher. Journal of Educational Psychology, 93(2), 299-308.
206. Scott, C., Cox, S. ve Dinham, S. (1999). The occupational motivation, satisfaction and
207. health of English school teachers, Educational Psychology, 19(3), 287-308.
208. Skinner, B.F. (1968). The technology of teaching. New York: Appleton-Century-Crofts.
209. Smylie, M. A. (1992) Teacher participation in school decision making: assessing
210. willingness to participate, Educational Evaluation and Policy Analysis, 14(1)
211. -67.
212. Smylie, M. A. (2006) Teacher stress in a time of reform. R. Vandenberghe ve A. M.
213. Huberman (Haz.), Understanding and preventing teacher burnout, (s. 59-85.
214. Cambridge: Cambridge University Press.
215. Spector, P. E. (1997). Job satisfaction: Application, assessment, causes and
216. consequences. Thousand Oaks, CA: Sage.
217. Spilt, J. L., Koomen, H. M. Y. ve Thijs, J. T. (2011). Teacher well-being: The
218. importance of teacher-student relationship. Educational Psychology Review, 23
219. -477.
220. Şahin, H. ve Dursun, A. (2009). Okul öncesi öğretmenlerinin iş doyumları: Burdur
221. örneği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 18, 160-174.
222. Troman, G. ve Woods, P. (2000). Careers under stress: Teacher adaptations at a time of
223. intensive reform. Journal of Educational Change, 1, 253-275.
224. Wang, H. H. (2004). Why teach science? Graduate science students’ perceived
225. motivations for choosing teaching as a career in Taiwan. International Journal
226. of Science Education, 26(1), 113-128.
227. Watt, H. M. G. ve Richardson, P. W. (2007). Motivational factors influencing teaching
228. as a career choice; development and validation of the FIT-choice scale. Journal
229. of Experimental Education, 75(3), 167-202.
230. Weiner, B. (1985). Human motivation. New York: Springer-Verlag.
231. Zembylas, M. ve Papanastasiou, E. (2004). Job satisfaction among school teachers in
232. Cyprus, Journal of Educational Administration, 42, 357-374.
233. Zembylas, M. ve Papanastasiou, E. (2006). Sources of teacher job satisfaction and
234. dissatisfaction in Cyprus. Compare, 36(2), 229-247.