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1992, vol. 25, br. 1-2, str. 145-160
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Radna motivacija i samoprocena uspešnosti nastavnika srednjih škola
Work motivation and effectiveness of secondary school teachers
Univerzitet u Kragujevcu, Tehnički fakultet, Čačak, Srbija
Sažetak
Nastavni proces određuje i nastavnikova radna motivacija. Nastavnikovu opštu radnu motivaciju (motivacija A) sačinjava šest faktora: I - socijalne varijable i kolegijalna podrška, II - pozitivni odnosi sa pretpostavljenima, III - zadovoljstvo intrinzičkim radnim elementima, IV - zanimljivost posla i odgovarajući nivo odgovornosti, V - mogućnost za učenje i razvoj, VI - sigurnost posla i jasna očekivanja. Motivacija je ispitivana sa dve skale: jedna skala korišćena je za motivaciju A, a druga za nastavnikovu motivaciju za rad sa učenicima (motivacija B). Nastavnikova uspešnost ispitivana je skalom samoprocene. Ispitano je 106 nastavnika srednjih škola. Razlikuju se radna motivacija nastavnika različitih disciplina međusobno i radna motivacija nastavnika koji rade u različitim tipovima srednjih škola. Nastavnici društvenih nauka imaju višu motivaciju B i samoprecenjenu uspešnost nego nastavnici prirodnih i tehničkih disciplina. Nastavnici koji rade u gimnazijama imaju višu motivaciju A, motivaciju B i uspešniji su u nastavnom radu nego nastavnici srednjih stručnih škola (mašinskih škola i sl); nastavnici ovih škola razlikuju se i u intenzitetu pojedinačnih motivacionih faktora (svi motivacioni faktori snažniji su kod nastavnika gimnazija). Nisu utvrđene razlike između nastavnica i nastavnika. Nastavnici koji poseduju snažnu motivaciju A, snažno su motivisani i motivacijom B; oni sebe procenjuju uspešnijim u nastavnom radu nego drugi nastavnici. Nastavnici koji duže rade u nastavi snažnije su motivisani svim motivacionim sadržajima i uspešniji su nego nastavnici koji u nastavi rade kraće vreme.
Abstract
Teaching process is determined by teachers' work motivation. Teachers' general work motivation (motivation A) consist of six factors: 1. collegial support and professional respect, 2. relationship with supervisor, 3. intrinsic work variables 4. work responsibility, 5. possibility of personal and professional development, 6. security and clear work expectations. Motivation is explored by two scales: one scale for motivation A and the other scale for motivation B (teachers' motivation to work with students. Teachers' effectiveness is analyzed by scale of self-assessment effectiveness. Work motivation and effectiveness are analyzed by 106 secondary school teachers in Yugoslavia. Work motivation differences among disciplines and differences among different schools are found. Teachers of social sciences have a higher motivation B and self-assessment effectiveness than teachers of natural and engineering sciences. Teachers of grammar school have a higher motivation A, motivation B and effectiveness than teachers of secondary professional schools (of mechanical engineering...). There are differences between grammar school teachers and professional school teachers in six motivation factors (grammar school teachers have a higher score on scale than the others). There aren't differences between male and female teachers in these variables. Teachers highly motivated by motivation A have high results for motivation B; they are evaluated as more effective than the others. Teachers working longer in the teaching process are more intensively motivated for motivation A, motivation B, and they are more effective than teachers with shorter working experience.
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