Öğretmenler için İçsel Motivasyon Faktörleri: Motivasyon 3.0 Ölçeğinin Geliştirilmesi, Geçerlilik ve Güvenilirlik Çalışması

Bu çalışmanın amacı, eğitim örgütlerinde öğretmenlerin içsel motivasyon deneyimleri altında yatan faktörleri ortaya koymak adına; Daniel Pink tarafından Harry Harlow ve Edward Deci’nin çalışmalarından esinlenerek ileri sürülen Motivasyon 3.0 diğer bir ifade ile içsel motivasyon yaklaşımı temelinde ‘Öğretmenler için Motivasyon 3.0 Ölçeği’ni geliştirmek, geçerliliğini ve güvenilirliğini test etmektir. Bu amaçla, ölçek geliştirme sürecinde sıralı üç çalışma yürütülmüştür. Birinci çalışmada alan yazından faydalanılarak ve öğretmenlerle gerçekleştirilen yapılandırılmış mülakatlardan elde edilen nitel bulgular kullanılarak madde havuzu oluşturulmuştur. Kapsam geçerliliği için alan uzmanlarından ve ölçeğin hedef kitlesi olan öğretmenlerden görüş alınmış ve taslak ölçme aracı oluşturulmuştur. Nicel araştırma yöntemi kullanılarak yürütülen Çalışma 2 ve Çalışma 3’te ilköğretim ve ortaöğretim okullarında çalışan toplam 779 öğretmenden elde edilen veriler üzerinden yapılan keşfedici, doğrulayıcı faktör analizleri, güvenilirlik ve ilişki analizleri ile ölçeğin yapı geçerliliği, güvenilirliği ve eş zamanlı geçerliliğine dair kanıtlar elde edilmiştir. Nihai durumda anlamlı amaç, uzmanlık (ustalık) ve özerlik olmak üzere 3 faktör ve 29 maddeden oluşan, öğretmenlerin içsel motivasyon düzeylerinin ve faktörlerinin belirlenmesinde kullanılabilecek ölçme aracı alan yazına kazandırılmıştır. Bununla birlikte, öğretmenlerin hem duygusal iyi oluşunu hem de öğrenciye yönelik ekstra rol davranışını daha fazla arttıran boyutun uzmanlık (ustalık) olduğu tespit edilmiştir.

Anahtar Kelimeler:

İçsel Motivasyon, Motivasyon 3.0, Öğretmenler, Ölçek Geliştirme

Intrinsic Motivation Factors for Teachers: Development, Validity and Reliability Study of Motivation 3.0 Scale

The study aims at revealing the factors underlying teachers' intrinsic motivation experiences in educational organizations testing the development, validity, and reliability of the Motivation 3.0 Scale for Teachers based on the intrinsic motivation approach, which originated by Daniel Pink and the works of Harry Harlow and Edward Deci. Three sequential studies have been carried out during the scale development process within the aim of the study. In the first study, an item pool has been created by benefiting from the literature and findings obtained from the structured interviews with the teachers. For content validity, opinions have been taken from the experts of the fields and teachers, who are the target group of the scale, and a draft measurement tool has been created. In studies 2 and 3, which have been conducted by using the quantitative research method, data obtained from a total of 779 teachers working in primary, secondary, and high schools have been subjected to exploratory and confirmatory factor analyses for construct validity, reliability analysis and relationship analyses to obtain evidence for the concurrent validity of the scale. Consequently, the scale, which consists of 3 factors as meaningful purpose, expertise (mastery), and autonomy with 29 items has been added to the literature to determine teachers' intrinsic motivation levels and factors. In addition, expertise (mastery) has been found to be the dimension that increases both the emotional well-being of the teachers and extra-role behavior toward the students.

Keywords:

Intrinsic Motivation, Motivation 3.0, Teachers, Scale Development,

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