Öğretmen Motivasyonunun Yordayıcısı Olarak Yaşam Stili

Yıl 2023, Sayı: 55, 79 - 94, 31.03.2023

Nur Nokay , Raşit Avcı , Muhammet Mustafa Alpaslan

https://doi.org/10.53444/deubefd.1192746

Öz

Bu çalışmanın amacı, öğretmen motivasyonunu yordamada yaşam stillerinin rolünü incelemektir. Araştırmanın çalışma grubunu 2018-2019 eğitim öğretim yılı ikinci döneminde Şanlıurfa'nın Haliliye, Eyyübiye ve Harran ilçelerinde Milli Eğitim Bakanlığı'na bağlı ilk, ilk ve liselerin farklı branşlarında görev yapan 582 öğretmen oluşturmuştur. Araştırmaya katılan öğretmenlerin mesleki motivasyonlarını belirlemek için Mesleki Motivasyon Ölçeği kullanılmış; Yaşam tarzını belirlemek için kontrol, mükemmeliyetçilik, benlik saygısı, memnuniyet ve beklentiler olmak üzere beş alt boyuttan oluşan Yaşam Tarzı Envanteri kullanılmıştır. Yaşam tarzının alt boyutlarının rolünü belirlemek için çoklu doğrusal regresyon analizi yapıldı; öğretmen iş motivasyonunu tahmin etmede kontrol, mükemmeliyetçilik, benlik saygısı, memnuniyet ve beklentiler. Elde edilen bulgulara göre, kontrol, mükemmeliyetçilik ve benlik saygısının öğretmen iş motivasyonunu önemli ölçüde yordadığı; ve bu üç değişken birlikte öğretmen iş motivasyonunun varyansının %13'ünü açıklamaktadır. Elde edilen bulgular öğretmen motivasyonda yaşam stilinin önemli olduğunu vurgulamaktadır

Anahtar Kelimeler

Öğretmen iş motivasyonu, yaşam stili, hizmet içi öğretmen

Teşekkür

Bu çalışma Nur NOKAY'ın Doç. Dr. Raşit AVCI danışmanlığında yaptığı yüksek lisans tezinden üretilmiştir.

Life Style as a Predictor of Teacher Motivation

Öz

The aim of this study was to examine the role of lifestyle in predicting teacher job motivation. The study group consisted of 582 teachers working in different branches of primary, elementary and high schools of the Ministry of National Education in Haliliye, Eyyübiye and Harran districts of Şanlıurfa during the second term of the academic year 2018-2019. Professional Motivation Scale was used to determine the professional motivation of the teachers who participated in the study; Lifestyle Inventory consisting of five sub-dimensions that are control, perfectionism, self-esteem, satisfaction and expectations was used to determine lifestyle. Multiple linear regression analysis was performed to determine the role of sub-dimensions of lifestyle; control, perfectionism, self-esteem, satisfaction and expectations, in predicting teacher job motivation. According to the findings, it was concluded that control, perfectionism, and self-esteem significantly predicted teacher job motivation; and these three variables together explained 13% of the variance of teacher job motivation

Anahtar Kelimeler

In-service teachers, Lifestyle, Teacher job motivation

Kaynakça

• Abazaoglu, I. & Aztekin, S. (2015). The role of teacher morale on students’ math and science achievement: findings from Singapore, Japan, Finland and Turkey. ICEFIC 2015 International Congress on Education for the Future: Issues and Challenges.
• Abós, Á., Haerens, L., Sevil, J., Aelterman, N., & García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable-and person-centered approach. Teaching and Teacher Education, 74, 21-34.
• Adler, A. (1996). Yaşama sanatı (K. Şipal, Çeviren, 5. Baskıdan Çeviri). İstanbul: Say Yayınları.
• Akpur, U. & Yurtseven, N. (2019). Structural relationships among academic motivation, procrastination and perfectionism: A modelling study. Cumhuriyet International Journal of Education, 8(1), 95-112. doi: 10.30703/cije.452633
• Alam, M.T. & Farid, M.S. (2011). Factors affecting teachers motivation. International Journal of Business and Social Science, 2(1), 298-304.
• Ansbacher, H. L. (1991). The concept of social interest. Individual Psychology, 47(1), 28-46.
• Barcza-Renner, K., Eklund, R.C., Morin, A.J. & Habeeb, C.M. (2016). Controlling coaching behaviors and athlete burnout: Investigating the mediating roles of perfectionism and motivation. Journal of Sport and Exercise Psychology, 38(1), 30-44. doi: 10.1123/jsep.2015-0059
• Basco, L.M. & Han, S. (2016). Self-esteem, motivation, and anxiety of Korean university students. Journal of Language Teaching and Research, 7(6), 1069-1078.
• Bernaus, M., Wilson, A. & Gardner, R. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12, 25-36.
• Bauer, J., Stamm, A., Virnich, K., Wissing, K., Müller, U., Wirsching M. & Schaarschmidt U. (2006). Correlation between burnout syndrome and psychological and psychosomatic symptoms among teachers. International Archives of Occupational and Environmental Health, 79, 199–204. https://doi.org/10.1007/s00420-005-0050-y
• Busari, A. O. (2017). The relationship between personality types, learning styles, motivation, self-esteem and academic stress among distance learners in Ibadan study center. International Journal of Innovation and Applied Studies, 19(4), 850-862.
• Buyukozturk, S., Kılıc-Cakmak, E., Akgun, O., Karadeniz, S. & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi.
• Can, A. (2016). Spss ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis by SPSS in the scientific research process]. Ankara: Pegem Akademi.
• Ceviz, H. (2018). The relationship between professional motivation of teachers and the perception of the society related to teaching profession, (Unpublished Master Thesis). Duzce University, Institute of Social Sciences: Duzce.
• Corey, G. (2008). Theory and practice of counseling and psychotherapy (T. Ergene, Trans.). Ankara: Mentis Yayıncılık.
• Danisman, S., Koza-Ciftci, S., Tosuntas, S.B. & Karadag, E. (2016). Testing the mediating role of self efficacy on the predictive effect of self esteem on mathematics teachers’professional motivation with the use of structural equation modelling. Studies in Psychology, 36(1), 21-40.
• Demir, S. (2018). The relationship between motivational language used by school administrators and teacher’s motivation. Journal of Social Sciences of Mus Alparslan University, 6(5), 633-638.
• Direktor, C. & Nuri, C. (2017). The effects of self-esteem on academic motivation: the mediating role of automatic thoughts. Life Skills Journal of Psychology, 1(1), 66-75.
• Eren, E. (2017). Örgütsel davranış ve yönetim psikolojisi. İstanbul: Beta Yayıncılık.
• Ergüner-Tekinalp, B. ve Işık-Terzi, Ş. (2015). Eğitimde pozitif psikoloji uygulamaları. Ankara: Pegem Akademi.
• Frenzel, A.C., Taxer, J.L., Schwab, C. & Kuhbandner, C. (2019). Independent and joint effects of teacher enthusiasm and motivation on student motivation and experiences: A field experiment. Motivation and Emotion, 43, 255-265. doi:10.1007/s11031-018-9738-7
• Güney, S. (2017). Örgütsel davranış. Ankara: Nobel Akademik Yayıncılık. Hair, J., Black, W., Babin, B. & Anderson, R. (2014). Multivariate data analysis. Harlow: Pearson Education.
• Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819.
• Holding, A., Hope, N., Verner-Filion, J. & Koestner, R. (2019). In good time: A longitudinal investigation of trait self-control in determining changes in motivation quality. Personality and Individual Differences, 139, 132-137. doi: 10.1016/j.paid.2018.11.001
• Hoy, W.K. ve Miskel, C.G. (2015). Eğitim yönetimi, teori, araştırma ve uygulama (S. Turan, Çev. ed., 7. Baskıdan çeviri). Ankara: Nobel Akademik Yayıncılık.
• Johansen, T. (2010). Religion and spirituality in psychotherapy: an ındividual psychology perspective. Newyork: Springer Publishing Company.
• Kang, Y.S. & Hwang, S.K. (2013). Correlations of self-esteem, major satisfaction and career motivation in college nursing students. Journal of the Korea Academia-Industrial Cooperation Society, 14(7), 3301-3309. doi: 10.5762/KAIS.2013.14.7.3301
• Karaboğa, M. (2007). Avcılar ilçesi ortaöğretim kurumları yöneticilerinin motivasyonlarının çalışan (öğretmen) motivasyonu üzerine etkisi, (Yayımlanmamış Yüksek Lisans Tezi). Beykent Üniversitesi, Sosyal Bilimler Enstitüsü: İstanbul.
• Kern, R. & White, J. (1989). Brief therapy using the life-style scale. Individual Psychology, 45(1), 186-190.
• Longbottom, J.L., Grove, J.R. & Dimmock, J.A. (2010). An examination of perfectionism traits and physical activity motivation. Psychology of Sport and Exercise, 11, 574-581. doi: 10.1016/j.psychsport.2010.06.007
• Michaelowa, K. (2002). Teacher job satisfaction, student achievement, and the cost of primary education in francophone Sub-saharan Africa. Hamburg Institute of International Economics, 188, 1-34.
• Mills, J. S. & Blankstein, K.R. (2000). Perfectionism, intrinsic vs extrinsic motivation, and motivated strategies for learning: A multidimensional analysis of university students. Personality and Individual Differences, 29, 1191-1204.
• Mitchell, K.J., Robinson, D.Z., Plake, B.S. & Knowles, K.T. (2001). Testing teacher candidates the role of licensure tests in improving teacher quality. Washington: National Academy Press.
• Murdock, N. L. (2012). Psikolojik danışma ve psikoterapi kuramları: olgu sunumu yaklaşımıyla (F. Akkoyun, Çev. ed., 2. Baskıdan çeviri). Ankara: Nobel Akademik Yayıncılık.
• Özbal, E. Ö., & Gökçe, E. (2018). An examination of teacher employment policies in Turkey and different countries. Journal of Education and Future, 14, 169-180.
• Özkan-Hıdıroğlu, Y., & Tanrıöğen, A. (2021). Examining teachers' perceptions on empowerment according to various variables. International Journal of Curriculum and Instructional Studies, 11(1),127-146.
• Ozpolat, A. (2011). Investigation the predictors of university students lifestyle, (Unpublished Doctoral Thesis). Ataturk University, Institute of Education Sciences: Erzurum.
• Senko, C. (2016). Achievement goal theory. Handbook of motivation at school, (pp. 75-96). Routledge. Skaalvik, E.M. & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029-1038. doi: 10.1016/j.tate.2011.04.001
• Stoeber, J., Davis, C.R. & Townley, J. (2013). Perfectionism and workaholism in employees: The role of work motivation. Personality and Individual Differences, 55, 733-738. doi: 10.1016/j.paid.2013.06.001
• Sumer-Hatipoglu, Z. (2018). Bireysel terapi [Individual therapy]. In Z. Karataş & Y. Yavuzer (Eds.), Psikolojik danışma ve psikoterapi kuramları: Örnek uygulamalarla temel ve güncel kuramlar [Psychological counseling and psychotherapy theories: Basic and current theories with sample practices] (pp. 91-126). Ankara: Pegem Akademi.
• Şimşek, M.Ş., Çelik, A. & Akgemci, T. (2016). Davranış bilimlerine giriş ve örgütlerde davranış. Konya: Eğitim Yayınevi. TEDMEM, (2018). 2018 Education Evaluation Report, Ankara: TED
• Ugwokaegbe, P. U. (1991). Adlerian life-style, social interest, and job satisfaction among catholic priests, (Unpublished Doctoral Thesis). University of North Texas, Counselor Education: Denton.
• Unal, M. (2013). Prediction of academic motivation levels among high school students according to some variables, (Unpublished Master Thesis). Dokuz Eylul University, Institute of Education Sciences: Izmir.
• Viau, R. (2015). La motivation a apprendre en milieu scolaire. Ankara: Anı Yayıncılık.
• Viseu, J., Jesus, S.N., Rus, C., Canavarro, J.M. & Pereira, J. (2016). Relationship between teacher motivation and organizational variables: A literature review. Paidéia, 26(63), 111-120. doi: 10.1590/1982-43272663201613
• Wentzel, K. R., & Miele, D. B. (Eds.). (2009). Handbook of motivation at school. Routledge.
• Wentzel, K. R., & Miele, D. B. (Eds.). (2016). Handbook of motivation at school (2nd edition). Routledge.
• Yanbastı, G. (1996). Personality theories. İzmir: Ege Üniversitesi Basımevi.
• Yazgan-Inanc, B. & Yerlikaya, E. E. (2013). Personality theories. Ankara: Pegem Akademi.
• Yıldırım, K., Alpaslan, M.M. & Ulubey, Ö. Y. (2019). Pedagojik formasyon eğitimi sertifika programındaki öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonlarının incelenmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 428-439.