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Professional Motivation of Teachers Employed in Non-School Educational Institutions: An Examination on Guidance and Research Centers

Yıl 2022, Cilt: 56 Sayı: 56, 60 - 75, 25.06.2022

Mehmet Fatih Köse

https://doi.org/10.15285/maruaebd.1050838

Öz

The primary objective of this study is to compare the professional motivation levels of teachers employed in non-school educational institutions and their counterparts working in traditional schools. The study's sample consists of 271 guidance counselors and special education teachers employed in guidance and research centers (GRCs) and middle schools. After implementing the Teacher Professional Motivation Scale with teachers to determine their motivation levels, we conducted t-test, ANOVA, and MANOVA to determine whether there was a significant difference between the variables. The direction and strength of the relationships were determined by logistic regression analysis. According to results, it was found that teachers working outside of schools were markedly less motivated than their counterparts employed in traditional schools. Logistic regression results show that, teachers employed in schools demonstrated higher professional motivation and the likelihood of the studentless teachers’ demonstrating lower professional motivation is 1.6 times higher. As a result, we recommend that regulations, such as a rotating schedule, be devised preventing teachers working outside of schools from being away from the school environment and students for extended periods of time.

Anahtar Kelimeler

Non-school educational institutions guidance and research centers studentless teachers motivation teacher motivation

Kaynakça

  • Abazaoğlu, İ.ve Aztekin, S. (2016). The Role of teacher morale and motivation on students' science and math achievement: Findings from Singapore, Japan, Finland and Turkey. Universal Journal of Educational Research, 4(11), 2606-2617. https://doi.org/10.13189/ujer.2016.041114
  • Asif, I., Fakhra, A., Tahir, F.ve Shabbir, A. (2016). Relationship between teachers’ job satisfaction and students’ academic performance. Eurasian Journal of Educational Research, 65, 335-344 http://dx.doi.org/10.14689/ejer.2016.65.19
  • Bernaus, M.ve Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. http://dx.doi.org/10.1111/modl.2008.92.issue-3
  • Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of undergraduate Sciences, 3(3), 147-155.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Pegem A.
  • Çokluk, Ö. (2010). Lojistik regresyon analizi: Kavram ve uygulama. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1357-1407.
  • Dörnyei, Z.ve Ushioda, E. (2011). Teaching and researching: Motivation. Pearson Education.
  • Fox, R. B. (1961). Factors influencing the career choice of prospective teachers. Journal of Teacher Education, 12(4), 427-432. http://dx.doi.org/10.1177/002248716101200410
  • Guay, F. (2016). The virtue of culture in understanding motivation at school: Commentary on the special issue on culture and motivation. British Journal of Educational Psychology, 86(1), 154-160. https://doi.org/10.1111/bjep.12105
  • Han, J.ve 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
  • Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change Teaching and Teacher Education, 21(2005), 967-983. https://doi.org/10.1016/j.tate.2005.06.007
  • Hayden, S. S. (2011). Teacher motivation and student achievement in middle school students. Doctoral dissertation, Walden University.
  • Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H.ve Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11(1),123-130.
  • Hoy, W. K. ve Miskel C. G. (2012). Educational administration theory, research and practice. Nobel.
  • Karabağ-Köse, E., Taş, A., Küçükçene, M.ve Karataş, E. (2018). Öğretmen motivasyonunu etkileyen faktörlere ilişkin yönetici ve öğretmen görüşleri üzerine karşılaştırmalı bir inceleme. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48, 255-277. https://doi.org/10.21764/maeuefd.424729
  • Karabağ Köse, E., Karataş, E., Küçükçene, M. ve 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
  • Katz, I.ve Shahar, B.-H. (2015). What makes a motivating teacher? Teachers’ motivation and beliefs as predictors of their autonomy-supportive style. School Psychology International, 36(6), 575–588. https://doi.org/10.1177/0143034315609969
  • Kreitner, R., Kinicki, A.ve Buelens, M. (2002). Organizational behaviour. McGraw Hill.
  • Kurt, T. (2005). Herzberg’in çift faktörlü güdüleme kuramının öğretmenlerin motivasyonu açısından çözümlenmesi. Gazi Eğitim Fakültesi Dergisi, 25(1), 285-299.
  • Løvaas, B. J., Jungert, T., Van den Broeck, A. ve Haug, H. (2020). Does managers' motivation matter? Exploring the associations between motivation, transformational leadership, and innovation in a religious organization. Nonprofit Management and Leadership, 30(4), 569-589. https://doi.org/10.1002/nml.21405
  • Malmberg, L. E. (2008). Student teachers’ achievement goal orientations during teacher studies: Antecedents, correlates and outcomes. Learning and Instruction, 18(5), 438–452. http://dx.doi.org/10.1016/j.learninstruc.2008.06.003
  • Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396.
  • MEB. (2021). Milli eğitim istatistikleri. MEB.
  • MEB. (2018). Özel eğitim hizmetleri yönetmeliği. Resmî Gazete, 30471.
  • Nyakundi, E. N., Raburu, P.A.ve Okwara, M. O. (2019). Influence of teacher motivation to academic performance of pupils in primary schools in Kenya. International Journal of Applied Psychology, 9(2), 74-79. https://doi.org/10.5923/j.ijap.20190902.04
  • Pinder, C. C. (2014). Work motivation in organizational behavior. Psychology Press.
  • Resmi Gazete. (1998). Millî eğitim bakanlığı yönetici ve öğretmenlerinin ders ve ek ders saatlerine ilişkin karar. https://www.resmigazete.gov.tr/arsiv/23555.pdf adresinden erişim sağlanmıştır.
  • Resmi Gazete. (2017). Kamu görevlilerinin geneline ve hizmet kollarina yönelik mali ve sosyal haklara ilişkin 2018 ve 2019 yillarini kapsayan 4. dönem toplu sözleşme. https://www.resmigazete.gov.tr/eskiler/2017/08/20170825-9.pdf adresinden erişim sağlanmıştır.
  • Richardson, P. W.ve Watt, H. M. G. (2005). ‘I’ve decided to become a teacher’: Influences on career change. Teaching and Teacher Education, 21(5), 475–489. http://dx.doi.org/10.1016/j.tate.2005.03.007
  • Richardson, P. W.ve Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. AsiaPacific Journal of Teacher Education, 34(1), 27-56. http://dx.doi.org/10.1080/13598660500480290
  • Ryan, R. M.ve Deci, E. L. (2011). A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being. Chirkov V., Ryan R., Sheldon K. (Eds.). In human autonomy in cross-cultural context (pp. 45-64). Springer.
  • Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104. http://dx.doi.org/10.1080/13598660801971658
  • Sutton, R. E.ve Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358.
  • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D.ve 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. http://dx.doi.org/10.1177/0013161X11400185
  • Watt, H. M., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U.ve Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28(6), 791-805.
  • Watt, H.ve Richardson, P. (2013). Teacher motivation and student achievement outcomes. International guide to student achievement, 271-273.
  • YÖK. (2021). Ulusal tez merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp adresinden erişilmiştir.
  • Yukl, G. (2013). Leadership in organizations. Pearson.
  • Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23(4), 355-367. https://doi.org/10.1016/j.tate.2006.12.002

Okul Dışında Çalışan Öğretmenlerde Mesleki Motivasyon: Rehberlik ve Araştırma Merkezleri Üzerine Bir İnceleme

Yıl 2022, Cilt: 56 Sayı: 56, 60 - 75, 25.06.2022

Mehmet Fatih Köse

https://doi.org/10.15285/maruaebd.1050838

Öz

Araştırmanın temel amacı, okul dışındaki eğitim kurumlarında görev yapan öğretmenlerin mesleki motivasyonlarının okullarda görev yapan meslektaşları ile karşılaştırmalı olarak incelenmesidir. Araştırmanın örneklemini rehberlik ve araştırma merkezleri ile ortaokullarda görev yapan 271 rehberlik ve özel eğitim öğretmeni oluşturmaktadır. Çalışmada ölçme aracı olarak Öğretmen Mesleki Motivasyon Ölçeği kullanılmıştır. Veri analizinde betimsel istatistiklerin yanı sıra, t-testi, ANOVA ve MANOVA ile regresyon analizleri kullanılmıştır. Araştırma sonuçları, okul dışında görev yapan öğretmenlerin mesleki motivasyonunun okullarda görev yapan aynı branştaki öğretmenlere göre daha düşük olduğunu göstermektedir. Regresyon analizi sonuçlarına göre, okulda görev yapan öğretmenlerin RAM’da görev yapanlara göre mesleki motivasyonun yüksek olma ihtimalinin 1.6 kat daha fazla olduğu görülmektedir. Buna göre öğretmenlerin uzun müddet okuldan ve öğrencilerden uzak kalmalarını önleyecek ve okul dışı kurumlarda görev yapan öğretmenlerin belirli bir rotasyona tabi olarak okullarda çalışmalarına imkân tanıyacak düzenlemeler yapılması önerilmektedir.

Anahtar Kelimeler

Okul dışı eğitim kurumları rehberlik ve araştırma merkezleri öğrencisiz öğretmenler motivasyon öğretmen motivasyonu.

Kaynakça

  • Abazaoğlu, İ.ve Aztekin, S. (2016). The Role of teacher morale and motivation on students' science and math achievement: Findings from Singapore, Japan, Finland and Turkey. Universal Journal of Educational Research, 4(11), 2606-2617. https://doi.org/10.13189/ujer.2016.041114
  • Asif, I., Fakhra, A., Tahir, F.ve Shabbir, A. (2016). Relationship between teachers’ job satisfaction and students’ academic performance. Eurasian Journal of Educational Research, 65, 335-344 http://dx.doi.org/10.14689/ejer.2016.65.19
  • Bernaus, M.ve Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. http://dx.doi.org/10.1111/modl.2008.92.issue-3
  • Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of undergraduate Sciences, 3(3), 147-155.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Pegem A.
  • Çokluk, Ö. (2010). Lojistik regresyon analizi: Kavram ve uygulama. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1357-1407.
  • Dörnyei, Z.ve Ushioda, E. (2011). Teaching and researching: Motivation. Pearson Education.
  • Fox, R. B. (1961). Factors influencing the career choice of prospective teachers. Journal of Teacher Education, 12(4), 427-432. http://dx.doi.org/10.1177/002248716101200410
  • Guay, F. (2016). The virtue of culture in understanding motivation at school: Commentary on the special issue on culture and motivation. British Journal of Educational Psychology, 86(1), 154-160. https://doi.org/10.1111/bjep.12105
  • Han, J.ve 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
  • Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change Teaching and Teacher Education, 21(2005), 967-983. https://doi.org/10.1016/j.tate.2005.06.007
  • Hayden, S. S. (2011). Teacher motivation and student achievement in middle school students. Doctoral dissertation, Walden University.
  • Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H.ve Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11(1),123-130.
  • Hoy, W. K. ve Miskel C. G. (2012). Educational administration theory, research and practice. Nobel.
  • Karabağ-Köse, E., Taş, A., Küçükçene, M.ve Karataş, E. (2018). Öğretmen motivasyonunu etkileyen faktörlere ilişkin yönetici ve öğretmen görüşleri üzerine karşılaştırmalı bir inceleme. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48, 255-277. https://doi.org/10.21764/maeuefd.424729
  • Karabağ Köse, E., Karataş, E., Küçükçene, M. ve 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
  • Katz, I.ve Shahar, B.-H. (2015). What makes a motivating teacher? Teachers’ motivation and beliefs as predictors of their autonomy-supportive style. School Psychology International, 36(6), 575–588. https://doi.org/10.1177/0143034315609969
  • Kreitner, R., Kinicki, A.ve Buelens, M. (2002). Organizational behaviour. McGraw Hill.
  • Kurt, T. (2005). Herzberg’in çift faktörlü güdüleme kuramının öğretmenlerin motivasyonu açısından çözümlenmesi. Gazi Eğitim Fakültesi Dergisi, 25(1), 285-299.
  • Løvaas, B. J., Jungert, T., Van den Broeck, A. ve Haug, H. (2020). Does managers' motivation matter? Exploring the associations between motivation, transformational leadership, and innovation in a religious organization. Nonprofit Management and Leadership, 30(4), 569-589. https://doi.org/10.1002/nml.21405
  • Malmberg, L. E. (2008). Student teachers’ achievement goal orientations during teacher studies: Antecedents, correlates and outcomes. Learning and Instruction, 18(5), 438–452. http://dx.doi.org/10.1016/j.learninstruc.2008.06.003
  • Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396.
  • MEB. (2021). Milli eğitim istatistikleri. MEB.
  • MEB. (2018). Özel eğitim hizmetleri yönetmeliği. Resmî Gazete, 30471.
  • Nyakundi, E. N., Raburu, P.A.ve Okwara, M. O. (2019). Influence of teacher motivation to academic performance of pupils in primary schools in Kenya. International Journal of Applied Psychology, 9(2), 74-79. https://doi.org/10.5923/j.ijap.20190902.04
  • Pinder, C. C. (2014). Work motivation in organizational behavior. Psychology Press.
  • Resmi Gazete. (1998). Millî eğitim bakanlığı yönetici ve öğretmenlerinin ders ve ek ders saatlerine ilişkin karar. https://www.resmigazete.gov.tr/arsiv/23555.pdf adresinden erişim sağlanmıştır.
  • Resmi Gazete. (2017). Kamu görevlilerinin geneline ve hizmet kollarina yönelik mali ve sosyal haklara ilişkin 2018 ve 2019 yillarini kapsayan 4. dönem toplu sözleşme. https://www.resmigazete.gov.tr/eskiler/2017/08/20170825-9.pdf adresinden erişim sağlanmıştır.
  • Richardson, P. W.ve Watt, H. M. G. (2005). ‘I’ve decided to become a teacher’: Influences on career change. Teaching and Teacher Education, 21(5), 475–489. http://dx.doi.org/10.1016/j.tate.2005.03.007
  • Richardson, P. W.ve Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. AsiaPacific Journal of Teacher Education, 34(1), 27-56. http://dx.doi.org/10.1080/13598660500480290
  • Ryan, R. M.ve Deci, E. L. (2011). A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being. Chirkov V., Ryan R., Sheldon K. (Eds.). In human autonomy in cross-cultural context (pp. 45-64). Springer.
  • Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104. http://dx.doi.org/10.1080/13598660801971658
  • Sutton, R. E.ve Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational psychology review, 15(4), 327-358.
  • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D.ve 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. http://dx.doi.org/10.1177/0013161X11400185
  • Watt, H. M., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U.ve Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28(6), 791-805.
  • Watt, H.ve Richardson, P. (2013). Teacher motivation and student achievement outcomes. International guide to student achievement, 271-273.
  • YÖK. (2021). Ulusal tez merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp adresinden erişilmiştir.
  • Yukl, G. (2013). Leadership in organizations. Pearson.
  • Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23(4), 355-367. https://doi.org/10.1016/j.tate.2006.12.002
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mehmet Fatih Köse 0000-0002-2297-8152

Erken Görünüm Tarihi 25 Haziran 2022
Yayımlanma Tarihi 25 Haziran 2022
Kabul Tarihi 22 Mayıs 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 56 Sayı: 56

Kaynak Göster

APA Köse, M. F. (2022). Okul Dışında Çalışan Öğretmenlerde Mesleki Motivasyon: Rehberlik ve Araştırma Merkezleri Üzerine Bir İnceleme. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 56(56), 60-75. https://doi.org/10.15285/maruaebd.1050838
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