Öğretmenlerin İş Motivasyonu: Ölçek Geliştirme Çalışması

Öz

Bu çalışmanın amacı, seçili motivasyon teorileri temel alınarak öğretmenlerin iş motivasyonunu sağlayan faktörleri belirleyen bir ölçme aracı geliştirmektir. Bu kapsamda, ölçme aracı Herzberg’in Çift Faktör Teorisi, McClelland’in İhtiyaçlar Teorisi ve Vroom’un Beklenti Teorisine dayalı olarak hazırlanmıştır. Araştırma kapsamında, geçerlik ve güvenirlik çalışmaları yapılmıştır. Araştırma geçerliği için; uzman görüşüne başvurulmuş, Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiştir. AFA için 272 öğretmen ve DFA için 417 öğretmenden oluşan iki farklı çalışma grubu üzerinde çalışılmıştır. Çalışma grupları maksimum çeşitlilik örnekleme yöntemi temel alınarak belirlenmiştir. Araştırmanın yapı geçerliği sonuçlarına göre; ölçek 33 maddeden oluşan 5 faktörlü bir yapıya sahiptir. Bu faktörler sırasıyla “ihtiyaç”, “inanç”, “güç”, “teşvik” ve “başarı” olarak belirlenmiştir. Beş faktörlü bu ölçeğin varyansın %66.21’ini açıkladığı sonucuna ulaşılmıştır. DFA uygulaması sonucunda ölçeğin genel olarak iyi uyum değerleri ortaya koyduğu görülmüştür. Yapılan uygulamalar ve analizler sonucunda ölçeğin geçerli ve güvenilir bir ölçek olduğu ve psikometri açısından yeterli değerlere sahip olduğu söylenebilir.

Anahtar Kelimeler

• Öğretmenlerin iş motivasyonu,motivasyon kuramları,ölçek geliştirme

Teachers’ Job Motivation Resources: Scale Development Study

Abstract

The aim of this study is to develop a measurement tool that determines the job motivation resources of teachers based on selected motivation theories. In this context, the measurement tool was prepared based on Herzberg’s Two Factor Theory, McClelland’s Theory of Needs, and Vroom’s Expectancy Theory. Within the scope of the study, validity and reliability studies were conducted. For research validity; expert opinion was received, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. EFA was performed with a group of 272 teachers and CFA was performed on a different working group of 417 teachers. Working groups were determined based on maximum diversity sampling method. According to the results of the structure validity of the research; the scale has five-factor structure consisting of 33 items. These factors were determined as “need”, “belief”, “power”, “encouragement”, and “achievement” respectively. It was concluded that this five-factor scale explained 66.21% of the variance. As a result of the CFA application, it has been observed that the scale shows good fit values in general. As a result of the applications and analyzes, it can be said that the scale is a valid and reliable scale and it has sufficient values in terms of psychometry.

Keywords

• Teachers’ job motivation,motivation theories,scale development

References

1. KaynakçaAdams, J. S. (1965). Inequity in social exchange. In Berkowitz (Ed.) Advances in experimental social psychology (Vol. 2, pp. 267-299). New York: Academic Press.
2. Aksoy, H. (2006). Örgüt ikliminin motivasyon üzerine etkisi (Yayımlanmamış Yüksek Lisans Tezi). Marmara Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
3. Alderfer, C. P. (1972). Existence, relatedness, and growth: Human needs in organizational settings. New York, NY, US: Free Press.
4. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
6. Bassett-Jones, N., & Lloyd, G. C. (2005). Does Herzberg's motivation theory have staying power?. Journal of management development, 24(10), 929-943.
7. Bennell, P. (2004). Teacher motivation and incentives in sub-Saharan Africa and Asia. Knowledge and Skills for Development, Brighton.
8. Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of undergraduate Sciences, 3(3), 147-155.

9. Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem.
10. Çelik, H. E., & Yılmaz, V. (2013). LISREL 9.1 ile yapısal eşitlik modellemesi: Temel kavramlar, uygulamalar, programlama. Ankara: Anı.
11. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik, SPSS ve LISREL uygulamaları. Ankara: Pegem.
12. Davis, J., & Wilson, S. M. (2000). Principals' efforts to empower teachers: Effects on teacher motivation and job satisfaction and stress. The clearing house, 73(6), 349-353.
13. DeVellis, R. (2003). Scale development: theory and applications (2nd ed.). Thousand Oaks, CA: Sage.
14. Dieleman, M., Cuong, P. V., & Martineau, T. (2003). Identifying factors for job motivation of rural health workers in North Vietnam. Human resources for health, 1(1), 10.
15. Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The work tasks motivation scale for teachers (WTMST). Journal of Career assessment, 16(2), 256-279.
16. Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational behavior and human performance, 16(2), 250-279.
17. Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work. New York: John Wiley.
18. Hoy, A. W. (2008). What motivates teachers? Important work on a complex question. Learning and instruction, 18(5), 492-498.
19. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
20. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
21. Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36. doi: 10.1007/BF02291575
22. Kanfer, R. (1990) ‘Motivation Theory and Industrial and Organizational Psychology’, in M.D. Dunnette and L.M. Hough (eds) Handbook of Industrial and Organizational Psychology, vol. 1, pp. 75–170. Palo Alto, CA: Consulting Psychologists Press.
23. Kline, R. B. (2011). Principles and practice of structural equation modeling. NY London: The Guilford Press.
24. Kyriacou, C. and Coulthard, M. (2000) ‘Undergraduates Views of Teaching as a Career Choice’, Journal of Education for Teaching 26(2): 117–26.
25. Latham, G. P., & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annu. Rev. Psychol., 56, 485-516.
26. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
27. Lunenburg, F. C., & Ornstein, A. C. (2013). Eğitim Yönetimi (Çev. Ed. G. Arastaman). Ankara: Nobel.
28. Maslow, A. H. (1954). Motivation and personality. New York: Harper & Row,Publishers.
29. McClelland, D. C. (1961). The achieving society. New York: Van Nostrand Reinhold.
30. McGregor, D. (1960). The human side of enterprise. New York: McGraw-Hill.
31. Müller, K., Alliata, R., & Benninghoff, F. (2009). Attracting and retaining teachers: A question of motivation. Educational Management Administration & Leadership, 37(5), 574-599.
32. Neves de Jesus, S., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology, 54(1), 119-134.
33. Neves de Jesus, S., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology, 54(1), 119-134.
34. Nunnally, J. C. (1978). Psychometric testing. New York: McGraw-Hill.
35. Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory. New York: McGraw-Hill.
36. Ofoegbu, F. I. (2004). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. College Student Journal, 38(1), 81-90.
37. Ololube, N. P. (2006). Teachers Job Satisfaction and Motivation for School Effectiveness: An Assessment. Online Submission.
38. Pardee, R. L. (1990). Motivation Theories of Maslow, Herzberg, McGregor & McClelland. A Literature Review of Selected Theories Dealing with Job Satisfaction and Motivation.
39. Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teacher’s motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186-196.
40. Robbins, S. P., & Judge, T. A. (2013). Örgütsel davranış (Çev. Ed. İ. Erdem). Ankara: Nobel Yayıncılık.
41. Robbins, S. P., DeCenzo, D. A., & Coulter, M. (2013). Fundamentals of management (8th ed.) New Jersey: Pearson Prentice Hall.
42. Rudhumbu, N. (2014). Motivational strategies in the teaching of primary school mathematics in zimbabwe. International Journal of Education Learning and Development UK, 2(2), 76-103.
43. Steers, R. M., Mowday, R. T., & Shapiro, D. L. (2004). Introduction to special topic forum: The future of work motivation theory. The Academy of Management Review, 29(3), 379-387.
44. Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
45. Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & 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.
46. Udechukwu, I. I. (2009). Correctional officer turnover: Of Maslow's needs hierarchy and Herzberg's motivation theory. Public Personnel Management, 38(2), 69-82.
47. Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of educational research, 65(3), 213-243.
48. Vroom, V. H. (1964). Work and motivation. New York: John Wiley.
49. Watt, H. M., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and instruction, 18(5), 408-428.
50. Wentzel, K. R., & Miele, D. B. (Eds.). (2009). Handbook of motivation at school. Routledge.