RELATION BETWEEN TEACHERS' JOB SATISFACTION AND THEIR MOTIVATION FOR PROFESSIONAL DEVELOPMENT

The purpose of the research was to deepen the understanding of whether satisfaction with the work that teachers do motivates them to participate in different forms of professional development. Important factors were identified in this context that encourages teachers to participate in professional development. According to selfdetermination theory, SDT (Deci & Ryan, 2000) are two motivational factors that drive an individual to be involved in actions, such as career development. Job satisfaction is an important motivating factor, where in the case of teaching the motivating factor, internal or external, appears to be mixed. Therefore it cannot be ascertained whether satisfaction is the most important motivational factor that influences teacher participation in forms of professional development. If students 'success as a result of quality teaching is considered as a form of teachers' satisfaction with their work then it emerges as an important factor in terms of gender (r= .24).This we have tried to do through quantitative research with a sample of teachers. The degree of job satisfaction and the increased demand / need for participation in various forms of continuous professional development assume that they are not reciprocally linked. Research is quantitative. The data was collected by the questionnaire. The sample consists of 170 teachers belonging to genders, low secondary school, rural and urban school.

ÖĞRETMENLERİN İŞ DOYUMU ARASINDAKİ İLİŞKİLERİ VE MESLEKİ GELİŞİM İÇİN MOTİVASYONU

Yapılan bu araştırmanın amacı, öğretmenlerin yaptıkları çalışmalardan memnun olup olmama durumlarının onları farklı mesleki gelişim biçimlerine katılmaya motive edip etmediğinin anlaşılmasını ve saptanmasını sağlamaktır. Bu bağlamda, araştırma sonucunda, öğretmenleri mesleki gelişime katılmaya teşvik eden önemli faktörler belirlenmiştir. Kendi kaderini belirleme teorisine göre, SDT (Deci ve Ryan, 2000), bireyi kariyer gelişimi gibi eylemlerde bulunmaya sevk eden iki farklı motivasyon faktörü bulunmaktadır: İş tatmini, önemli bir motive edici / güdüleyici faktör olarak değerlendirilmektedir; motive edici faktörün öğretilmesi ve uygulanması durumunda sürecin içsel veya dışsal bağlamda karmaşık bir şekilde karşımıza çıktığı görülmektedir. Bu nedenle, motive edici faktörün mesleki gelişim biçimlerine katılımı etkileyen en önemli motivasyon faktörü olup olmadığını açık olarak tespit etmemiz mümkün gözükmemektedir. Öğrencilerin kaliteli öğretim sonucunda elde ettikleri başarı, öğretmenlerin çalışmalarından memnun olma şekli olarak kabul edilirse, bu durum cinsiyet açısından önemli bir faktör olarak ortaya çıkmaktadır (r = .24). Öğretmen örneği. İş tatmini derecesi ve sürekli mesleki gelişimin çeşitli biçimlerine katılım talebindeki artış / ihtiyaç, karşılıklı olarak bağlantılı olmadıklarını varsaymaktadır. Yapılan araştırmada dikkat edilen hususlardan en önemlisi araştırmanın nicel olmasıdır. Araştırma sonucunda elde edilen veriler anket çerçevesinde elde edilmiştir. Örneklem; 170 öğretmenden oluşmaktadır. Bu 170 öğretmenin belirlenmesinde çeşitli faktörler (cinsiyet, branş / kademe, yaşanılan yer / kırsal ve kentsel) dikkate alınmıştır.

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