Fen Bilimleri Öğretmenlerinin Motivasyon ve İş Doyumlarının Okul Ortamı ile İlişkisi

Bu çalışma fen bilimleri öğretmenlerinin motivasyon ve iş doyumlarının öğretmenlerin içinde bulundukları okul ortamı değişkenleri ile ilişkilerinin incelenmesini amaçlamaktadır. Fen bilimleri öğretmenlerinin motivasyonu öz-yeterlik, kolektifyeterlik ve öğretim hedef yönelimleri (öğrenme ve performans) ile incelenmiştir. Okul ortamı değişkenlerini ise sınıf içi disiplinsorunları, okul yönetimi desteği, meslektaşlarla ilişkiler, velilerle ilişkiler ve okul hedef yapıları (öğrenme ve performans) oluşturmaktadır. Çalışmaya 134 fen bilimleri öğretmeni katılmıştır. Veriler ölçekler aracılığıyla toplanmış olup tanılayıcı istatistikler ve yol analizi ile verilerin çözümlemesi yapılmıştır. Analiz sonuçlarına göre okul öğrenme hedef yapısı, velilerle ilişkiler ve disiplin sorunları fen bilimleri öğretmenlerinin motivasyon ve iş doyumlarında önemli değişkenler olarak bulunmuştur. Velilerleilişkiler ve okul öğrenme hedef yapısı öğretmenlerin motivasyonları ve iş doyumlarıyla pozitif ilişkili iken disiplin sorunları negatif ilişkili bulunmuştur. Yönetim desteği ve meslektaşlarla ilişkiler de iş doyumunu pozitif yordamıştır. Disiplin sorunları ve okul hedef yapıları (öğrenme ve performans) öğretmen kolektif yeterliği üzerinde etkili olurken öğretmenlerin performans öğretim yaklaşımları sadece okulun performans hedef yapısı tarafından yordanmıştır. Sonuçlar ilgili alanyazın göz önünde tutularak tartışılmıştır.

Science Teachers’ Motivation and Job Satisfaction in Relation to Perceived School Context

The present study aimed to examine the relationships among science teachers’ motivation, job satisfaction, and perceived school environment variables. Teacher motivation was examined in terms of teacher self-efficacy, collective self-efficacy, and instructional goal orientations (i.e. mastery and performance). Perceived school environment variables included perceived discipline problems, supervisory support, relations with colleagues, relations with parents, and school goal structures (i.e. mastery and performance). A total of 134 science teachers participated in the study and they were administered self-report instruments. Data were analyzed through descriptive statistics and path analysis. Results indicated that perceived school mastery goal structure, relations with parents, and discipline problems emerged as important variables in science teachers’ motivation and job satisfaction. While relationships with parents and school mastery goals predicted science teachers’ motivation and job satisfaction positively, discipline problems predicted negatively. Supervisory support and relations with colleagues associated positively with job satisfaction. Perceived discipline problems and school goal structures (both mastery and performance) were influential on collective efficacy. Moreover, science teachers’ performance instructional approaches were only predicted by school performance goals. Results are discussed.

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