İngilizce Öğretmenlerinin Motivasyonsuzluk Faktörleri: Türkiye’de Özel bir Okul Durum Çalışması

Bu çalışma ilkokulda ve ortaokulda görev yapan İngilizce öğretmenlerinin iş motivasyonu etkileyen bazı insan, çalışma koşulları ve kişisel faktörlerin etkisini araştırmıştır. Araştırmada, çalışmanın geçerliliğini sağlamak için çeşitleme yoluyla dört veri toplama aracı (profil formu, yarı yapılandırılmış görüşme, alan notu, günlükler) kullanılmıştır. Araştırmanın katılımcıları dokuz ilkokul ve ortaokul EFL öğretmeninden oluşmaktadır. İçsel niteliksel örnek olay incelemesinden elde edilen tanımlayıcı veriler semantik haritalarla düzenlenmiş ve ilgili motivasyon teorileriyle olan ilişkileri karşılaştırılarak analiz edilmiştir. Bulgular, motivasyonsuzluğun ana nedenlerinin, insan ve çalışma koşulu olduğunu ve bu değişkenlerinin bireysel değişkenlere göre demotivasyon üzerinde daha fazla etkiye sahipliğini kanıtlayan ebeveynler, yönetim, öğrenciler ve çalışma koşulları olduğunu göstermiştir.

Demotivating Factors of EFL Teachers: A Case Study of a Private School in Turkey

This study investigated the influence of certain human, work condition,and personal factors on primary and secondary school EFL teachers’ workmotivation. The research utilized four data collection instruments (e.g., profile form,semi-structured interviews, field-notes and diaries) to assure the validity of the studythrough triangulation. The participants of the study were comprised of nine primaryand secondary school EFL teachers. The descriptive data from the intrinsic qualitativecase study were sorted by means of semantic maps and analyzed by comparing theirrelatedness to prominent theories of motivation. The findings demonstrated that themain causes of demotivation were parents, administration, students, and workingconditions, which proves that human and working condition variables had a higherimpact on demotivation than personal variables.

PDF

___

Addison, R., & Brundrett, M. (2008). Motivation and demotivation of teachers in primary schools: The challenge of change. Education 3-13, 36(1), 79-94. doi:10.1080/03004270701733254
Alvarez, W., Kennett, J. P., Kroopnick, P. and Mount, J. F. (1993). Stanley V. Margolis (1943–1992). Eos, Transactions American Geophysical Union 74. doi: 10.1029/93EO00661. ISSN: 0096-3941.
Aydın, S. (2012). Factors causing demotivation in EFL teaching process: A case study. The Qualitative Report, 17(51), 1-13. Retrieved from http://nsuworks.nova.edu/tqr/vol17/iss51/1
Bennell, P., & Akyeampong, K. (2007). Teacher Motivation in Sub-Saharan Africa and South Asia. Glasgow: The UK Department of International Development. ISBN 1 86192 873 4
Bernaus, M., & Gardner, R. C. (2008). Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement. The Modern Language Journal, 92(3), 387-401. doi:10.1111/j.1540-4781.2008.00753.x
Cheng, H., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The Case of EFL Teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174. doi:10.2167/illt048.0
Creemers, B.P.M. (1994). The Effective Classroom. London: Cassell.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135 DOI: 10.1017/S026144480001315X.
Doyle, T. & Kim, Y.M. (1999). Teacher motivation and satisfaction in the United States and Korea. MEXTESOL Journal, 23, 1-17.
Erkaya, O. R. (2013). Factors that Motivate Turkish EFL Teachers. International Journal of Research Studies in Language Learning, 2(2), 49-61. DOI: 10.5861/ijrsll.2012.135
Guajardo, J. (2011). Teacher Motivation: Theoretical Framework, Strategies, Analysis of Save the Children Country offices and recommended strategies, Save the Children Basic Education Reform: Washington, DC.
Han, T., & Mahzoun, Z. (2017). What demotivates foreign EFL teachers? A case study in Turkish context. The Qualitative Report, 22(4), 1001-1014. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss4/5
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education Journal, 3(1217819). http://dx.doi.org/10.1080/2331186X.2016.1217819
Herzberg, F. (1966). Work and the nature of man (3rd ed., Vol. 39). Cleveland, OH: World Pub. DOI: 10.1177/0033688208096847.
Hoy, W.K. & C. G. Miskel. (2004). Educational administration: Theory, Research and Practice. New York: McGraw-Hill
Jafri, M.D. (2013). A Study of motivation on college teachers of Royal University of Bhutan. Management Insight, 9(1), 1-18
Jesus, S.N. & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology, 54, 119–134
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 Learning (pp. 214-237). Honolulu, HI: University of Hawaii Press.
Kazeem, S.O. (1999). Correlates of Job Motivation of Workers in Selected Public and Private Secondary Schools In Ife-Ijesa Zone, Osun State, Nigeria. Master of Arts in Education thesis, Department of Educational Foundations and Counselling, Faculty of Education. Obafemi Awolowo University, Ile-Ife, Nigeria.
Kızıltepe, Z. (2008). Motivation and demotivation of university teachers. Teachers and Teaching Journal, 14(5-6), 515-530 http://dx.doi.org/10.1080/13540600802571361
Kumazawa, M. (2013). Gaps too large: Four novice EFL teachers' self-concept and motivation. Teaching and Teacher Education, 33, 45-55. DOI: 10.1016/j.tate.2013.02.005.
Kyriacou, C. (1987). Teacher stress and burnout: an international review. Educational Research, 29, 146-152.
Lens, W., & Jesus, S. D. (1999). Understanding and Preventing Teacher Burnout. Cambridge University Press.
Locke, E.A. (1968). Toward a theory of task motivation and incentives. Organizational Behavior and Human Performance, 3(2), 157-189.
McClelland, D. C. (1978). Managing Motivation to expand human freedom. American Psychologist, 33(3) 201–210.
McDonough, S. (2007). Motivation in ELT. ELT Journal, 61(4), 369-371. doi:10.1093/elt/ccm056.
Martin, A. J. (2003), The student motivation scale: further testing of an instrument that measures school students’ motivation. Australian Journal of Education, 47(1), 88-106.
Matoke, Y. K., Okibo, W. B., & Nyamongo, D. N. (2015). Determinants of teacher motivation in public secondary schools in Masaba South Sub-County, Kenya. International Journal of Economics, Commerce and Management, 3(6), 139- 160.
Nbina, J. B. (2010). Revisiting secondary school science teachers’ motivation strategies to face the challenges in the 21st century. New York Science Journal 3(12), 15- 30.
Nelson, B., & Economy, P. (2003). Managing for Dummies. 2nd ed. New York, NY: Wiley Publishing Inc.
Oga-Baldwin, W. L. Q., & Praver, M. (2008). The motivated language teacher: Work satisfaction in a Japanese context. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo:JALT.
Ololube, N. P. (2006), Teacher job satisfaction and motivation for school effectiveness: An assessment. Essays in Education, 18, available at: www.eric.ed.gov/PDFS/ED496539.pdf
Öztürk, E. Ö. (2015). A qualitative study on the motivation of Turkish EFL teachers working at state universities. Journal of Theory and Practice in Education, 11(4), 1436-1453.
Pennington, M. (1995). Work satisfaction, motivation, and commitment in teaching English as a second language. Unpublished manuscript, University of Luton, UK. Available from ERIC Document Reproduction Service No. Ed. 404850.
Rasheed, M. I., Humayon, A. A., Awan, U., & Ahmed, A. U. (2016). Factors affecting teachers’ motivation. International Journal of Educational Management, 30(1), 101 114. DOI: 10.1108/ijem-04-2014-0057
Robins, S. P., & Coulter, M. (2005). Management. International 7th ed., A Pearson Education Company, Upper Saddle River, NJ.
Scheerens, J., & Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford: Pergamon.
Simpson, S. T. (2008). Western EFL teachers and East-West classroom-culture conflicts. RELC Journal, 39(3), 381-394. DOI: 10.1177/0033688208096847
Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36, 79–104. http://dx.doi.org/10.1080/13598660801971658
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement across the School Year. Journal of Educational Psychology, 85(4), 571-581.
Steers, R. M., & Porter, L. W. (1987). Motivation and Work Behavior. McGraw Hills.
Stipek, D. J. (2001). Classroom Context Effects on Young Children’s Motivation. Student Motivation, 273-292. DOI: 10.1007/978-1-4615-1273-8_13
Sugino, T. (2010). Teacher demotivational factors in the Japanese language teaching context. Procedia Social and Behavioral Sciences, 3, 216-226. doi:10.1016/j.sbspro.2010.07.036
Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: the role of teacher motivation, Organizational Factors, and Leadership Practices. Educational Administration Quarterly, 47(3), 496-536. doi:10.1177/0013161X11400185
Vroom, V. H. (1964). Work motivation. New York: Wiley.
Weiner, B. (2001). Intrapersonal and interpersonal theories of motivation from an attribution perspective. Student Motivation, 17-30. doi: 10.1007/978-1-4615-1273-8_2.