Go to the article page in English / Pojdi na angleško stran članka
Motivacija za poučevanje in zavezanost učiteljskemu poklicu pri slovenskih študentih pedagoških smeri
Polno besedilo (pdf) | Ogledi: 120 | Napisan v angleščini. | Objavljeno: 16. september 2022
https://doi.org/10.20419/2022.31.559 | Citati: CrossRef (0)
Povzetek: Motivacija učiteljev za poučevanje in njihova zavezanost učiteljskemu poklicu je raziskovalno področje, ki je v zadnjih dveh desetletjih pridobilo na priljubljenosti. Vendar pa je to področje v Sloveniji še precej nepreučeno, tako pri bodočih kot tudi pri aktivnih učiteljih. V pričujočem članku predstavljamo ugotovitve raziskave, v kateri smo se osredotočili na motivacijsko ozadje odločitve skupine slovenskih študentov pedagoških smeri za učiteljski poklic in na njihovo zavezanost učiteljskemu poklicu. V raziskavi je sodelovalo 399 študentov prvega letnika magistrskih smeri pedagoškega študija na Filozofski fakulteti Univerze v Ljubljani. Študenti so izpolnili vprašalnik, ki je v enem delu namenjen osvetlitvi vzrokov, zaradi katerih so se študenti odločili za učiteljski poklic, v drugem delu pa je usmerjen na zavezanost učiteljskemu poklicu. Rezultati kažejo, da študente pedagoških smeri za učiteljski poklic motivirajo mnogovrstni dejavniki, še zlasti altruistični in intrinzični vzroki. Zavezanost učiteljskemu poklicu je zelo visoka, lahko pa jo napovemo z več motivacijskimi dejavniki, še zlasti z notranjo motivacijo. V članku prikazujemo tudi primerjave med skupinami študentov glede motivacije za poučevanje in zavezanosti učiteljskem poklicu.
Ključne besede: izobraževanje učiteljev, bodoči učitelji, motivacija za poučevanje, zavezanost učiteljskemu poklicu
Citiraj:
Depolli Steiner, K. (2022). Teacher motivation and commitment to the teaching profession among Slovenian teacher education students. Psihološka obzorja, 31, 516–525. https://doi.org/10.20419/2022.31.559
Seznam literature v članku
Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38(1), 39–55. CrossRef
Christophersen, K.-A., Elstad, E., Solhaug, T., & Turmo, A. (2016). Antecedents of student teachers' affective Commitment to the teaching profession and turnover intention. European Journal of Teacher Education, 39(3), 270–286. CrossRef
Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal of Experimental Education, 60(4), 323–337. CrossRef
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), članek 1217819. CrossRef
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers' career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297. CrossRef
Javornik Krečič, M., & Ivanuš Grmek, M. (2005). The reasons students choose teaching professions. Educational Studies, 31(3), 265–274. CrossRef
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20, 178–187. CrossRef
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129. CrossRef
Kyriacou, C., & Kobori, M. (1998). Motivation to learn and teach English in Slovenia. Educational Studies, 24(3), 345–351. CrossRef
Kyriacou, C., & Coulthard, M. (2000). Undergraduates' views of teaching as a career choice. Journal of Education for Teaching, 26(2), 117–126. CrossRef
Kyriacou, C., Stephens, P., & Hultgren, Å. (1999). Student teachers' motivation to become a secondary school teacher in England and Norway. Teacher Development, 3(3), 373–381.
Landy, F. J., & Conte, J. M. (2013). Work in the 21st century: An introduction to industrial and organizational psychology (4th ed.). John Wiley & Sons, Inc.
Lee, J., & Turner, J. (2017). The role of pre-service teachers' perceived instrumentality, goal commitment, and motivation in their self-regulation strategies for learning in teacher education courses. Asia-Pacific Journal of Teacher Education, 45(3), 213–228. CrossRef
Lens, W., & Jesus, S. N. (1999). A psychosocial interpretation of teacher stress and burnout. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout (p. 192–201). Cambridge University Press. CrossRef
Moses, I., Admiraal, W., & Berry, A. (2016). Gender and gender role differences in student-teachers' commitment to teaching. Social Psychology of Education, 19(3), 475–492. CrossRef
Pajares, M.F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. CrossRef
Pinder, C.C. (2008). Work motivation in organizational behavior (2nd ed.). Psychology Press.
Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104. CrossRef
Štemberger, T. (2020). The teacher career cycle and initial motivation: the case of Slovenian secondary school teachers. Teacher Development, 24(5), 709–726. CrossRef
Tašner, V., Žveglič, M., & Mencin Čeplak. M. (2017). Gender in the teaching profession: university students' views of teaching as a career. Center for Educational Policy Studies Journal, 7(2), 47–69. CrossRef
Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2012). A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. Teaching and Teacher Education, 28, 324–335. CrossRef
Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of Experimental Education, 75(3), 167–202. CrossRef
Watt, H. M., & Richardson, P. W. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185–197. CrossRef
Wong, A. K., Tang, S. Y., & Cheng, M. M. (2014). Teaching motivations in Hong Kong: Who will choose teaching as a fallback career in a stringent job market? Teaching and Teacher Education, 41, 81–91. CrossRef
