Öğretmen Motivasyonunu Etkileyen İdari, Mesleki ve Kişisel Faktörlerin Bütüncül Bir İncelemesi

Yıl 2024, Cilt: 12 Sayı: 2, 1056 - 1079, 29.07.2024

Mehmet Fatih Köse

https://doi.org/10.46778/goputeb.1500136

Öz

Bu çalışma, idari, kişisel ve mesleki faktörlerin öğretmen motivasyonu üzerindeki etkilerini bütüncül bir modelde değerlendirmeyi amaçlamaktadır. Bu amaçla idari (demokratik ve dönüşümcü liderlik), mesleki (işe bağlılık, mesleki öğrenme, tükenmişlik) ve psikolojik öncüllerin (kişilik özellikleri) öğretmen motivasyonu üzerindeki doğrudan ve dolaylı etkilerini değerlendiren yapısal regresyon modeli ampirik olarak test edilmiştir. Araştırma tesadüfi örnekleme yöntemi ile seçilen 588 gönüllü öğretmen ile yürütülmüştür. Verilerin toplanmasında; Öğretmen Motivasyonu Ölçeği, Liderlik Tarzı Davranış Ölçeği, Mesleki Öğrenme Faaliyetlerine Katılım Envanteri, Maslach Tükenmişlik Envanteri, Utrecht İşe Bağlılık Ölçeği ve Kişilik Envanteri olmak üzere toplam altı standart değerlendirme aracı kullanılmıştır. Değişkenler arasındaki ilişkileri ve bağımsız değişkenlerin öğretmen motivasyonu üzerindeki doğrudan etkilerini araştırmak için korelasyon katsayıları, doğrusal regresyon ve yol analizi kullanılmıştır. Sonuçlara göre, öğretmenlerin tükenmişlik düzeyleri ile idari (dönüşümcü liderlik ve demokratik liderlik) ve mesleki öncüller (tükenmişlik, mesleki öğrenme, bağlılık) ve öğretmen motivasyonu arasında negatif ilişkiler görülmektedir. Ancak, tükenmişlik dışında, kişilik özellikleri ile idari veya mesleki faktörler arasında herhangi bir ilişki bulunamamıştır. Son olarak, idari ve mesleki faktörler öğretmen motivasyonu ile anlamlı bir şekilde ilişkiliyken, deneyime açıklık dışındaki kişilik özellikleri doğrudan ilişkili bulunmamıştır.

Anahtar Kelimeler

Öğretmen Motivasyonu, Dönüşümcü Liderlik, Demokratik Liderlik, İşle Bütünleşme, Tükenmişlik, Mesleki Öğrenme, Kişilik Özellikleri

A Holistic Examination of Administrative, Occupational, and Dispositional Antecedents of Teacher Motivation

Öz

This study seeks to contribute to the discussions on teacher motivation by holistically evaluating non-manipulative variables, such as personality traits, and manipulative variables, such as administrative (democratic and transformational leadership) and occupational antecedents (work engagement, burnout, participation in professional learning activities), that have leading effects on teacher motivation. Therefore, we empirically tested this holistic model, which evaluated the direct and indirect effects of administrative, occupational, and dispositional antecedents on teacher motivation. A total of 588 teachers were randomly selected as the sample for the study and willingly participated. A total of six standardized assessment instruments were used to collect the data: The Teacher Motivation Scale, The Leadership Style Behavior Scale, The Participation in Professional Learning Activities Inventory, The Maslach Burnout Inventory, The Utrecht Work Engagement Scale, and the Personality Inventory. Correlation coefficients, linear regression, and path analysis were used to investigate relationships between variables and the direct effects of independent variables on teacher motivation. In addition, a structural model was specified, estimated, and evaluated. According to the results, teacher burnout levels have negative relationships with administrative (democratic and transformational leadership) and other occupational antecedents (work engagement and participating learning activities), as well as with teacher motivation. However, we did not find any relationships between dispositional factors (personality traits) and administrative or occupational antecedents, with the exception of burnout. Finally, whereas administrative and occupational antecedents are significantly related to teacher motivation, many dispositional factors, except openness to experience, are not.

Anahtar Kelimeler

Teacher Motivation, Transformational Leadership, Democratic Leadership, Work Engagement, Burnout, Professional Learning, Personality Traits

Kaynakça

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