A Holistic Examination of Administrative, Occupational, and Dispositional Antecedents of Teacher Motivation

Mehmet Fatih Köse

Makale detayları

A Holistic Examination of Administrative, Occupational, and Dispositional Antecedents of Teacher Motivation

Yazarlar:

Mehmet Fatih Köse

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.1056-1079

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324078

pISSN:

2148-2314

Anahtar kelimeler:

Özet:

 This study seeks to contribute to the discussions on teacher motivation by holistically evaluating non-manipulative variables, such as personality traits, and manipulative variables, such as administrative democratic and transformational leadership and occupational antecedents work engagement, burnout, participation in professional learning activities, that have leading effects on teacher motivation. Therefore, we empirically tested this holistic model, which evaluated the direct and indirect effects of administrative, occupational, and dispositional antecedents on teacher motivation. A total of 588 teachers were randomly selected as the sample for the study and willingly participated. A total of six standardized assessment instruments were used to collect the data: The Teacher Motivation Scale, The Leadership Style Behavior Scale, The Participation in Professional Learning Activities Inventory, The Maslach Burnout Inventory, The Utrecht Work Engagement Scale, and the Personality Inventory. Correlation coefficients, linear regression, and path analysis were used to investigate relationships between variables and the direct effects of independent variables on teacher motivation. In addition, a structural model was specified, estimated, and evaluated. According to the results, teacher burnout levels have negative relationships with administrative democratic and transformational leadership and other occupational antecedents work engagement and participating learning activities, as well as with teacher motivation. However, we did not find any relationships between dispositional factors personality traits and administrative or occupational antecedents, with the exception of burnout. Finally, whereas administrative and occupational antecedents are significantly related to teacher motivation, many dispositional factors, except openness to experience, are not.

 This study seeks to contribute to the discussions on teacher motivation by holistically evaluating non-manipulative variables, such as personality traits, and manipulative variables, such as administrative democratic and transformational leadership and occupational antecedents work engagement, burnout, participation in professional learning activities, that have leading effects on teacher motivation. Therefore, we empirically tested this holistic model, which evaluated the direct and indirect effects of administrative, occupational, and dispositional antecedents on teacher motivation. A total of 588 teachers were randomly selected as the sample for the study and willingly participated. A total of six standardized assessment instruments were used to collect the data: The Teacher Motivation Scale, The Leadership Style Behavior Scale, The Participation in Professional Learning Activities Inventory, The Maslach Burnout Inventory, The Utrecht Work Engagement Scale, and the Personality Inventory. Correlation coefficients, linear regression, and path analysis were used to investigate relationships between variables and the direct effects of independent variables on teacher motivation. In addition, a structural model was specified, estimated, and evaluated. According to the results, teacher burnout levels have negative relationships with administrative democratic and transformational leadership and other occupational antecedents work engagement and participating learning activities, as well as with teacher motivation. However, we did not find any relationships between dispositional factors personality traits and administrative or occupational antecedents, with the exception of burnout. Finally, whereas administrative and occupational antecedents are significantly related to teacher motivation, many dispositional factors, except openness to experience, are not.

 This study seeks to contribute to the discussions on teacher motivation by holistically evaluating non-manipulative variables, such as personality traits, and manipulative variables, such as administrative democratic and transformational leadership and occupational antecedents work engagement, burnout, participation in professional learning activities, that have leading effects on teacher motivation. Therefore, we empirically tested this holistic model, which evaluated the direct and indirect effects of administrative, occupational, and dispositional antecedents on teacher motivation. A total of 588 teachers were randomly selected as the sample for the study and willingly participated. A total of six standardized assessment instruments were used to collect the data: The Teacher Motivation Scale, The Leadership Style Behavior Scale, The Participation in Professional Learning Activities Inventory, The Maslach Burnout Inventory, The Utrecht Work Engagement Scale, and the Personality Inventory. Correlation coefficients, linear regression, and path analysis were used to investigate relationships between variables and the direct effects of independent variables on teacher motivation. In addition, a structural model was specified, estimated, and evaluated. According to the results, teacher burnout levels have negative relationships with administrative democratic and transformational leadership and other occupational antecedents work engagement and participating learning activities, as well as with teacher motivation. However, we did not find any relationships between dispositional factors personality traits and administrative or occupational antecedents, with the exception of burnout. Finally, whereas administrative and occupational antecedents are significantly related to teacher motivation, many dispositional factors, except openness to experience, are not.

 Bu çalışma, idari, kişisel ve mesleki faktörlerin öğretmen motivasyonu üzerindeki etkilerini bütüncül bir modelde değerlendirmeyi amaçlamaktadır. Bu amaçla idari demokratik ve dönüşümcü liderlik, mesleki işe bağlılık, mesleki öğrenme, tükenmişlik ve psikolojik öncüllerin kişilik özellikleri öğretmen motivasyonu üzerindeki doğrudan ve dolaylı etkilerini değerlendiren yapısal regresyon modeli ampirik olarak test edilmiştir. Araştırma tesadüfi örnekleme yöntemi ile seçilen 588 gönüllü öğretmen ile yürütülmüştür. Verilerin toplanmasında; Öğretmen Motivasyonu Ölçeği, Liderlik Tarzı Davranış Ölçeği, Mesleki Öğrenme Faaliyetlerine Katılım Envanteri, Maslach Tükenmişlik Envanteri, Utrecht İşe Bağlılık Ölçeği ve Kişilik Envanteri olmak üzere toplam altı standart değerlendirme aracı kullanılmıştır. Değişkenler arasındaki ilişkileri ve bağımsız değişkenlerin öğretmen motivasyonu üzerindeki doğrudan etkilerini araştırmak için korelasyon katsayıları, doğrusal regresyon ve yol analizi kullanılmıştır. Sonuçlara göre, öğretmenlerin tükenmişlik düzeyleri ile idari dönüşümcü liderlik ve demokratik liderlik ve mesleki öncüller tükenmişlik, mesleki öğrenme, bağlılık ve öğretmen motivasyonu arasında negatif ilişkiler görülmektedir. Ancak, tükenmişlik dışında, kişilik özellikleri ile idari veya mesleki faktörler arasında herhangi bir ilişki bulunamamıştır. Son olarak, idari ve mesleki faktörler öğretmen motivasyonu ile anlamlı bir şekilde ilişkiliyken, deneyime açıklık dışındaki kişilik özellikleri doğrudan ilişkili bulunmamıştır.

Makale detayları

A Holistic Examination of Administrative, Occupational, and Dispositional Antecedents of Teacher Motivation

Yazarlar:

Mehmet Fatih Köse

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.1056-1079

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324078

pISSN:

2148-2314

Teacher Motivation

Transformational Leadership

Democratic Leadership

Work Engagement

Burnout

Professional Learning

Personality TraitsÖğretmen Motivasyonu

Dönüşümcü Liderlik

Demokratik Liderlik

İşle Bütünleşme

Tükenmişlik

Mesleki Öğrenme

Kişilik Özellikleri

Sayı

Makale detayları

Yazarlar: Mehmet Fatih Köse

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Eğitim Yönetimi

Dergi: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.1056-1079

Belge Tipi: Makale

Yayın Tarihi: 7/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001324078

pISSN: 2148-2314

Sayı

Yazarlar:

Mehmet Fatih Köse

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.1056-1079

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324078

pISSN:

2148-2314