Eğitim, Beklenti Kuramı ve Güdülenme

Çalışanların iş performanslarına dair bir görüş olarak öne sürülmüş olan beklenti kuramı, sosyal ve örgütsel psikoloji alanyazınında vurgulanmakta ve çalışanların üretkenliğine ilişkin bir çerçeve sunmaktadır. Güdülenme ise "bir şeyi başarmak için kişiyi gayretlendiren, bir çeşit içten gelen dürtüdür" (Harmer, 2001, 51). Ayrıca, güdülenme karmaşık bir görevin gerçekleştirilmesinde gerekli bir unsur olarak görülmektedir. Beklenti ve güdülenme üzerine yapılan pek çok bilimsel çalışmada konu öğrenciler kapsamında ele alınmıştır. Ancak öğrenci güdülenmesi kadar öğretmen güdülenmesi ve beklentileri de önemlidir. Hatta öğretmenin güdülenme düzeyi öğrenci güdülenmesine direk olarak etki etmektedir. Özellikle eğitimciler açısından beklentiler ve güdülenme arasında karmaşık bir yapı bulunmakta ve bu yapıyı ortaya çıkartacak bilimsel bulgulara ihtiyaç duyulmaktadır. Bu çalışmanın amacı, eğitimciler bağlamında beklenti kuramı ve güdülenmeye dair alanyazın çalışmalarını bir araya getirmek ve ileride yapılması olası araştırma çalışmalarına temel oluşturmak amacıyla bir derleme sunmaktır.

Education, Expectation Theory and Motivation

Expectation theory, as a remark on job performance, is emphasized within the literature on social and organizational psychology, and it suggests a framework with relation to employee productivity. Motivation is "some kind of internal drive which pushes someone to do things in order to achieve something" (Harmer, 2001, 51). Besides, motivation is regarded as an essential component to bring about a complex mission. Most of the scientific studies carried out on expectation and motivation have examined the issue in relation to the students. Nevertheless, teacher motivation and expectations are as important as student motivation. Moreover, the level of teacher motivation has a direct impact on student motivation. With respect especially to the instructors, there exists a complex relation between expectations and motivation, and scientific findings to reveal such a relation are needed. The purpose of this study is to compile the studies on expectation theory and motivation related to the context of educators. Besides, it is aimed to suggest a basis for the possible further studies that will be carried out in the area.

PDF

___

Akat, İ., Budak, G. & Budak, G. (1994). İşletme Yönetimi. İstanbul: Beta Yayınları.
Bagraim, J. J. (2003). The nature of measurement of multiple commitment foci amongst South African knowledge workers. Management Dynamics, 12(2), 13-23.
Balcı, E. (1990). Eğitim yönetiminde güdülenmenin doğası ve insan gereksinimleri, Hacettepe Üniversitesi Sosyal Bilimler Dergisi, 5, 271-279.
Bellamy, S., Morley, C. & Watty, K. (2003). Why business academics remain Australian universities despite deteriorating working conditions and reduced satisfaction: An intellectual puzzle. Journal of Higher Education Policy and Management. 25, 13-28.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Co.
Bottger, P. C. (1990). Voluntary turnover: An empirical test of the met expectations hypothesis. Asia Pacific Human Resource Management, Ağustos, 18-27.
Brown, H. D. (1994). Principles of language learning and teaching. New Jersey: Prentice Hall Regents.
Ceyhan, A. A. (2004). Ortaöğretim alan öğretmenliği tezsiz yüksek lisans programına devam eden öğretmen adaylarının umutsuzluk düzeylerinin incelenmesi. Anadolu Üniversitesi Sosyal bilimler Dergisi. 4(1), 91-101.
Chung, K. H. (1977). Motivational theory and practices. Columbus: Grid, Inc.
Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.
Deci, E., L. & Ryan, R. M. (2001). Need satisfaction, motivation and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, Vol. 27, 930-942.
Değirmenci, S. (2006). Lise yöneticilerinin kültürel liderlik rollerinin öğretmenlerin iş doyumuna etkisi, Yayımlanmamış Yüksek Lisans Tezi, Bolu: Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü.
Demirtaş, Z. & Ersözlü, A. (2010). Liselerde görev yapan öğretmenlerin iş doyumu düzeyleri. E-Journal of New World Sciences Academy. 5(1), 199-209. 12.01.2011. http://perweb.firat.edu.tr/personel/ yayinlar/fua_1571/1571_60797.pdf
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Dörnyei, Z. (2000). Motivation in action: Toward a process-oriented conceptualization of student motivation, British Journal of Educational Psychology, 70, 519–538.
Dörnyei, Z. (2001a). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, Vol. 21, 43-59.
Dörnyei, Z. (2001b). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (2001c). Teaching and researching motivation. Essex, UK: Pearson.
Dörnyei. Z. & Ushioda, E. (2009). Motivation, language identity and the l2 self. Bristol: Multilingual Matters.
Eisenberger, R., Huntington, R. Hutchinson, S. & Sowa, D. (1986). Perceived organisational support. Journal of Applied Psychology. 71, 500-507.
Ellis, T. I. (1984). Motivating teachers for excellence. ERIC Clearinghouse on Educational Management: ERIC Digest, Number 6. ERIC Document Reproduction Service, No: ED259449.
Gençer, A. (2002). Öğretmenlerin iş doyumu ile mesleki tükenmişlik düzeyleri arasındaki ilişkiler. Yayımlanmamış Yüksek Lisans Tezi, Eskişehir: Osmangazi Üniversitesi, Sosyal Bilimler Enstitüsü.
Gömleksiz, M. N., Kan, A. Ü. & Biçer, S. (2010). Öğretmen adaylarının öğretmenlik mesleğinden beklentileri (Fırat üniversitesi örneği). E-Journal of New World Sciences Academy, 5(2), 479-500.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21, 967–983.
Harman, G. (2001). Academics and institutional differentiation in Australian higher education. Higler Education Policy. 14, 325-342.
Harmer, J. (2001). The practice of english language teaching. Essex: Longman Press. Higgins, E. T., & Kruglanski, A. W. (Eds.). (2000). Motivational science: social and personality perspectives. Philadelphia: Psychology Press.
Hişmanoğlu, M. & Hişmanoğlu, S. (2010). English language teachers’ perceptions of educational supervision in relation to their professional development: A case study of Nothern Cyprus. Novitas-ROYAL (Research on Youth and Language), 4(1), 16-34. 02.14.2011, http://www.novitasroyal.org/ Vol_4_1/ hismanoglu.pdf
Huberman, M. (1993). The Lives of Teachers. London: Cassell.
Irving, P. G. & Meyer, J. P. (1994). Re-examination of the met expectations hypothesis: A longitudinal analysis. Journal of Applied Psychology, 79, 937-949.
Irving, P. G. & Montes, S. D. (2009), Met expectations: The effects of expected and delivered inducements on employee satisfaction. Journal of Occupational and Organizational Psychology, 82, 431-451.
Johnson, S., M. (1986). Incentives for teachers: What motivates, what matter. Educational Administration Quarterly, 22(3), 54-79.
Johnson, R. R. (2008). Using expectancy theory to explain officer security check activity. International Journal of Police Science and Management. 11(3), 274-284.
Kardos, S. & Johnson, S. M. (2007). On their own and presumed expert: New Teacher experience with their colleagues. Teachers College Record, 109(9), 2083-2106.
Kassabgy, O., Boraie, D. & Schmidt, R. (2001). Values, rewards, and job satisfaction in ESL/EFL. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report #23, 213–237). Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center.
Kim, I. & Loadman, W. E. (1994). Predicting teacher job satisfaction. (SP036063). Columbus, OH: The Ohio State University. (ERIC Document Reproduction Service No. ED383707).
Kubanyiova, M. (2009). Possible selves in language teacher development. Z. Dörnyei ve E. Ushioda (Eds.). Motivation, language identity and the L2 self (pp. 314-332). Bristol, UK: Mutilingual Matters.
Kyriacou, C. & Kunc, R. (2007). Beginning teachers’ expectations of teaching. Teaching and Teacher Education, 23, 1246-1257.
Lambert, L. S., Edwards, J. R. & Cable, D. M. (2003). Breach and fulfilment of the psychological contract: A comparison of traditional and expanded views. Personnel Psychology, 56, 895-934.
Lawler, E. E. III (1973). Motivation in Work Organizations. Monterey, CA: Brook/Cole Publishing Company.
Leslie, D. W. (2002). Resolving the dispute: Teaching is academe’s core value. The Journal of Higher Education, 73, 49-73.
Locke, E. A. (1969). What is job satisfaction? OB and Human Performance, 4, 309-336.
Loscocco, K. A. (1989). The instrumentally oriented factory worker: Myth or reality? Sociology of Work and Occupations, 16, 3-25.
Maslow, A. H. (1970). Motivation and Personality. New York: Harper & Row Publishers Inc.
Mathieu, J. E. & Zajac, d. M. (1990). A review and meta-analysis of the antecedents, correlates, and consequences of organisational commitment. Psychological Bulletin, 108(2), 171-194.
Mohrman, S. A. & Lawler, E. E. (1996). Motivation for school reform. Ed. S. H. Fuhrman & J. A. O’Day, Rewards and Reform: Creating Educational Incentives That Work, 115-143. San Francisco: JosseyBass Publishers.
Moorhead, G. & Griffin, R. W. (1995). Organizational behavior: Managing people and organizations.Boston: Houghton Mifflin.
Mowday, R. T., Porter, L. W. & Steers, R. M. (1982). Employee-Organisation Linkages: The Psychology of Commitment, absenteeism and Turnover. New York: Academic Press, Inc.
National Commission on Teaching and America’s Future. (2003). No dream denied: A pledge to America’s children. Washington, DC: The United States Department of Education.
Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD Publishing.
Özbek, R. (2007). Öğretmen adaylarının öğretmenlik mesleğini tercih etmelerinde kişisel, ekonomik ve sosyal faktörlerin etkililik derecesine ilişkin algıları. Fırat Üniversitesi Sosyal Bilimler Dergisi. 5(19), 272-281.
Pennington, M. C. & Riley, P. V. (1991). A survey of job satisfaction in ESL: ESL educators respond to the Minnesota Satisfaction Questionnaire. University of Hawai’i Working Papers in ESL, 10(1), 37–56.
Pennington, M. C. & Ho, B. (1995). Do ESL educators suffer from burnout? Prospect, 10, 41–53.
Porter, L. W. & Lawler, E. E. (1968). Managerial Attitudes and Performance. Homewood, IL: Irwin.
Porter, L. W. & Steers, R. M. (1973). Organizational, work, and personal factors in employee turnover and absenteeism. Psychological Bulletin, 80, 151-176.
Romzek, B. (1990). Employee investment and commitment: The ties that bind, Public Administration Review, 50, 374-382.
Sutton, G. & Griffin, M. A. (2004). Integrating expectations, experiences, and psychological contract violations: A longitudinal study of new professionals. Journal of Occupational and Organizational Psychology, 77, 493-514.
Süslü, F. (2006). Motivation of ESL Teachers. The Internet TESL Journal, 12(1). http://iteslj.org/Articles/ Suslu-TeacherMotivation.html
Şimşek, Ş. (1995). Yönetim ve Organizasyon. Konya: Damla Matbaacılık.
Tolman, E. C. (1959). Principles of purposive behavior Ed. S. Koch. Psychology: A Study of Science, Vol. 2, New York: McGraw Hill.
Vroom, V. H. (1964). Work and Motivation. New York: Wiley.
Williams, M. & Robert L. Burden. (1997). Psychology for Language Teachers: a Social Constructivist Approach. Cambridge: Cambridge University Press.
White, C. & Ding, A. (2009). Identity and self in E-language teaching. Ed. Z. Dörnyei & E. Ushioda. Motivation, language identity and the L2 self (pp. 333-349). Bristol, UK: Mutilingual Matters.
Wigfield, A. & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.