Öz-Belirleme Kuramı perspektifinden sınıf öğretmenlerinin motivasyonu ve motivasyon etkenleri

Abstract

Bu çalışmada sınıf öğretmenlerinin motivasyonunu öz-belirleme kuramı perspektifinden incelemek, motivasyona etki eden değişkenleri ve etkenleri belirlemek amaçlanmıştır. Araştırma karma yöntem desenlerinden açıklayıcı desenle yürütülmüştür. Araştırma Erzurum ilinin tüm ilçelerini kapsayan 39 okuldan 414 öğretmenle yürütülmüştür. Aynı grubun içinden 30 öğretmenle ise araştırmanın nitel boyutu yürütülmüştür. Veriler “Çok Boyutlu İş Motivasyonu Ölçeği” ve “Öğretmen Görüşme Formu” ile toplanmıştır. Nicel veriler betimleyici istatistiki teknikler, t testi, tek yönlü ANOVA testiyle; nitel veriler ise içerik analiziyle çözümlenmiştir. Sonuçlar, öğretmenlerin içsel motivasyon ortalamalarının dışsal motivasyonundan yüksek olduğunu göstermiştir. Öğretmenlerin motivasyonunun cinsiyet, yaş, kıdem yılı, sınıf mevcudu, yerleşim yeri değişkenleri açısından farklılık gösterdiği belirlenmiştir. Ayrıca sonuçlar dışsal motivasyon etkenlerinin içsel motivasyon etkenlerinden fazla olduğunu; dışsal etkenlerin çoğunlukla olumsuz, içsel etkenlerin ise çoğunlukla olumlu etkenlerden oluştuğunu göstermiştir. Öğretmenlerin olumlu anlamda en büyük motivasyon etkeninin öğrenciler olduğu, motivasyonu düşüren en büyük etkenin ise sınıf kalabalıklığı olduğu ortaya konulmuştur. Gelecekte, farklı okul türlerinden öğretmenlerinden de dahil edildiği, daha büyük bir örneklemle daha kapsamlı sonuçlar elde edilebilir.

Keywords

• Öğretmen motivasyonu
• Öz-belirleme kuramı
• Sınıf öğretmeni

Motivation and motivational factors of primary school teachers from the Self-Determination Theory perspective

Abstract

This study examines the motivation of primary school teachers from the perspective of self-determination theory, to identify the variables and factors that affect motivation. The research was conducted using an explanatory mixed design. The qualitative data were collected from 414 teachers from 39 schools covering all districts of Erzurum province through the Multidimensional Job Motivation Scale. Qualitative data were collected from 30 participants through the Teacher Interview Form. Quantitative data were analyzed by t test, and ANOVA test; qualitative data were analyzed by content analysis. The results indicate that teachers’ intrinsic motivation is higher than their extrinsic motivation. Moreover, teacher motivation varies in terms of gender, age, seniority year, class size, and settlement. More extrinsic motivation factors were found than intrinsic; the external factors are mostly negative, while internal factors are mostly positive. The most significant positive motivational factor is students, and the key factor decreasing motivation is class crowding. Future studies could collect more comprehensive results from a larger sample group that includes all types of schools.

Keywords

• Primary school teacher
• Self-determination theory
• Teacher motivation

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