İhtiyaçlar Hiyerarşisi Kuramına göre öğretmenlerin motivasyon düzeyleri
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Date
2011-08-01
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Uludağ Üniversitesi
Abstract
Bu araştırmanın amacı öğretmenlerin motivasyon düzeylerini ortaya koyarak etkili bir eğitim sistemine ulaşılmasına katkıda bulunmaktır. Araştırmada 453’ü resmi ilköğretim okullarında, 245’i özel ilköğretim okullarında ve 395’i de dershanelerde çalışan toplam 1093 öğretmenin görüşlerine başvurulmuştur. Araştırmada Maslow’un ihtiyaçlar hiyerarşisi esasına dayanan ve 58 sorudan oluşan bir ölçek kullanılmıştır. Araştırmanın bulguları “İhtiyaç Karşılanma İndeksi” ve “İhtiyaç Önem İndeksi” ve “Motivasyon Gereksinim İndeksleri”ne dayalı olarak yorumlanmıştır. Öğretmenler, ihtiyaçlarını üst düzeyde önemsedikleri halde, ihtiyaçlarının orta düzeyde karşılandığını belirtmişlerdir. İhtiyaçların karşılanma düzeyi ile ihtiyaçlara verilen önem arasında negatif yönde güçlü bir ilişki hesaplanmıştır. Bulgular motivasyon açısından değerlendirildiğinde, öğretmenlerin motivasyon alanın kurumlara göre farklılık gösterdiği görülmüştür.
This study is intended to contribute towards the achievement of an effective education system by determining teachers' motivation levels. In the study, the views of 1093 teachers, of whom 453 worked in state primary schools, 245 worked in private primary schools, and 395 worked in private exam-preparation institutions, were sought. A scale consisting of 58 questions and based on Maslow's hierarchy of needs was used. The study findings were interpreted according to the need, importance and motivation indexes. The teachers, whilst giving a great deal of importance to their needs, stated that these needs were met at an average level only. A significant negative correlation was found to exist between the level at which a need was met and the level of importance given to that need. When the findings were evaluated in terms of motivation, it was observed that the teachers' motivational fields were different depending on the institution at which they worked.
This study is intended to contribute towards the achievement of an effective education system by determining teachers' motivation levels. In the study, the views of 1093 teachers, of whom 453 worked in state primary schools, 245 worked in private primary schools, and 395 worked in private exam-preparation institutions, were sought. A scale consisting of 58 questions and based on Maslow's hierarchy of needs was used. The study findings were interpreted according to the need, importance and motivation indexes. The teachers, whilst giving a great deal of importance to their needs, stated that these needs were met at an average level only. A significant negative correlation was found to exist between the level at which a need was met and the level of importance given to that need. When the findings were evaluated in terms of motivation, it was observed that the teachers' motivational fields were different depending on the institution at which they worked.
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Keywords
Motivasyon, İlköğretim, İhtiyaçlar Hiyerarşisi Kuramı, Motivation, Elementary education, The Hierarchy of Needs Theory
Citation
Gökçe, F. (2011). “İhtiyaçlar Hiyerarşisi Kuramına göre öğretmenlerin motivasyon düzeyleri”. Uludağ Üniversitesi Eğitim Fakültesi, 24(2), 317-334.