Öğretmenlerin İş Motivasyonu: Ölçek Geliştirme Çalışması

Year 2019, Volume: 9 Issue: 3, 408 - 433, 30.12.2019

Burcu Yavuz Tabak , Emre Sönmez , Kübra Yenel Adnan Kan

https://doi.org/10.19126/suje.461444

Cited By: 3

Abstract

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.

Keywords

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

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