Sınıf öğretmenlerinin iş motivasyonları ile mesleki yenilikçilik düzeyleri arasındaki ilişki
Yükleniyor...
Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, sınıf öğretmenlerinin iş motivasyonları ile mesleki yenilikçilik düzeyleri arasındaki ilişkiyi belirlemektir. Bu amaç doğrultusunda çalışma, nicel araştırma yöntemi kapsamında ilişkisel tarama modelinde desenlenmiştir. Araştırmanın evrenini 2020-2021 eğitim öğretim yılında Hatay ili Antakya merkez ilçesinde görev yapan öğretmenler oluşturmaktadır. Araştırmanın örneklemini, 2020-2021 eğitim öğretim yılında Antakya merkez ilçesinde bulunan ilköğretim okullarında görev yapan 307 sınıf öğretmeni oluşturmuştur. Araştırmanın örnekleminin belirlenmesinde basit seçkisiz örneklem tekniği kullanılmıştır. Katılımcıların iş motivasyonlarını ölçmek için Gagné, Forest, Gilbert, Aubé, Morin ve Malorni (2010) tarafından geliştirilen ve Çivilidağ ve Şekercioğlu (2017) tarafından Türkçeye uyarlanan "Çok Boyutlu İş Motivasyonu Ölçeği" ve mesleki yenilikçilik düzeylerini tespit etmek için Yüksel (2019) tarafından geliştirilen "Sınıf Öğretmenlerinin Mesleki Yenilikçilik Ölçeği" kullanılmıştır. Veri analizi sürecinde aritmetik ortalama ve standart sapma gibi tanımlayıcı istatistikler hesaplanmış, Kruskal Wallis H-Testi, Mann Whitney U-Testi Spearman Borwn Korelasyon katsayısı gerçekleştirilmiştir. Araştırma sonucunda elde edilen bulgular genel olarak değerlendirildiğinde; sınıf öğretmenlerinin iş motivasyonlarının orta düzeyde; mesleki yenilikçilik algılarının yüksek düzeyde olduğu belirlenmiştir. Araştırmada sınıf öğretmenlerinin iş motivasyonlarının cinsiyete, yaşa, kıdeme ve hizmet süresine göre anlamlı bir farklılık göstermediği; eğitim düzeyine göre anlamlı bir farklılık gösterdiği belirlenmiştir. Ek olarak sınıf öğretmenlerinin yeniliğe dirence ilişkin algılarının cinsiyet, kıdem ve hizmet süresine göre anlamlı bir farklılık göstermekte olduğu tespit edilmiştir. Ayrıca sınıf öğretmenlerinin öğrenmede yenilikçiliğe ilişkin algılarının yaş değişkenine göre anlamlı bir farklılık gösterdiği; meslekte yenilikçilik algılarının eğitim değişkenine göre anlamlı bir farklılık oluşturduğu ortaya konulmuştur. Öğretmenlerin iş motivasyonu alt boyutları ve mesleki yenilikçilik alt boyutlarına yönelik algıları ortaya koymak amacıyla gerçekleştirilen korelasyon analizi sonuçları incelendiğinde; iş motivasyonu alt boyutları ile mesleki yenilikçiliğin alt boyutları arasında anlamlı ilişkiler olduğu tespit edilmiştir. ANAHTAR KELİMELER İş Motivasyonu, Yenilikçilik, Mesleki Yenilikçilik, Sınıf Öğretmenleri
The aim of this study is to determine the relationship between classroom teachers' work motivation and professional innovativeness levels. For this purpose, the study was designed in the relational survey model within the scope of the quantitative research method. The universe of the research consists of teachers working in the central district of Hatay, Antakya in the 2020-2021 academic year. The sample of the study consisted of 307 classroom teachers working in primary schools in the central district of Antakya in the 2020-2021 academic year. Simple random sampling technique was used to determine the sample of the study. The "The Motivation at Work Scale (MAWS) ", developed by Gagné, Forest, Gilbert, Aubé, Morin, and Malorni (2010) and adapted into Turkish by Çivilidağ and Şekercioğlu (2017), was used to measure the work motivation of the participants. At the same time, "Classroom Teachers' Vocational Innovation Tendency Scale" developed by Yüksel (2019) was used to determine the levels of professional innovativeness. In the data analysis process, descriptive statistics such as arithmetic mean and standard deviation were calculated, Kruskal Wallis H-Test, Mann Whitney U-Test Spearman Borwn Correlation coefficient was performed. It was determined that when the findings obtained as a result of the research are evaluated in general; the work motivation of classroom teachers at medium level and professional innovativeness perceptions were at a high level. In the study, it was found that the work motivation of the classroom teachers did not differ significantly according to gender, age, seniority and length of service but there was a significant difference according to the education level. In addition, it has been determined that the perceptions of classroom teachers about resistance to innovation show a significant difference according to gender, seniority and length of service. Furthermore, classroom teachers' perceptions of innovativeness in learning show a significant difference according to the age variable and it has been revealed that there is a significant difference in the perceptions of innovativeness in the profession according to the education variable. It was found that when the results of the correlation analysis carried out to reveal the perceptions of teachers' work motivation sub-dimensions and professional innovativeness sub-dimensions are examined, it has been determined that there are significant relationships between the sub-dimensions of work motivation and the sub-dimensions of professional innovativeness. KEYWORDS Job Motivation, Innovation, Professional Innovation, Classroom Teachers
The aim of this study is to determine the relationship between classroom teachers' work motivation and professional innovativeness levels. For this purpose, the study was designed in the relational survey model within the scope of the quantitative research method. The universe of the research consists of teachers working in the central district of Hatay, Antakya in the 2020-2021 academic year. The sample of the study consisted of 307 classroom teachers working in primary schools in the central district of Antakya in the 2020-2021 academic year. Simple random sampling technique was used to determine the sample of the study. The "The Motivation at Work Scale (MAWS) ", developed by Gagné, Forest, Gilbert, Aubé, Morin, and Malorni (2010) and adapted into Turkish by Çivilidağ and Şekercioğlu (2017), was used to measure the work motivation of the participants. At the same time, "Classroom Teachers' Vocational Innovation Tendency Scale" developed by Yüksel (2019) was used to determine the levels of professional innovativeness. In the data analysis process, descriptive statistics such as arithmetic mean and standard deviation were calculated, Kruskal Wallis H-Test, Mann Whitney U-Test Spearman Borwn Correlation coefficient was performed. It was determined that when the findings obtained as a result of the research are evaluated in general; the work motivation of classroom teachers at medium level and professional innovativeness perceptions were at a high level. In the study, it was found that the work motivation of the classroom teachers did not differ significantly according to gender, age, seniority and length of service but there was a significant difference according to the education level. In addition, it has been determined that the perceptions of classroom teachers about resistance to innovation show a significant difference according to gender, seniority and length of service. Furthermore, classroom teachers' perceptions of innovativeness in learning show a significant difference according to the age variable and it has been revealed that there is a significant difference in the perceptions of innovativeness in the profession according to the education variable. It was found that when the results of the correlation analysis carried out to reveal the perceptions of teachers' work motivation sub-dimensions and professional innovativeness sub-dimensions are examined, it has been determined that there are significant relationships between the sub-dimensions of work motivation and the sub-dimensions of professional innovativeness. KEYWORDS Job Motivation, Innovation, Professional Innovation, Classroom Teachers
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
