Faktorët e kënaqësisë ose të pakënaqësisë së mësimdhënësve në punë
DOI:
https://doi.org/10.62928/kp.v1i1.4121Abstrakti
Qëllimi i këtij studimi ishte ta përcaktojë hierarkinë e faktorëve të kontekstit shkollor dhe kënaqësisë së mësimdhënësve në punë. Janë trajtuar gjashtë aspekte të kontekstit shkollor: klima e përgjithshme në shkollë, ngarkesa në punë, marrëdhëniet me kolegët, marrëdhëniet me nxënësit dhe me prindër, motivuesit e jashtëm, si dhe motivuesit e brendshëm dhe të jashtëm, të cilët ndikojnë te mësimdhënësi që të ndihet i përmbushur me punën që bën. Pjesë e mostrës ishin 132 mësimdhënës të shkollës fillore dhe të mesme të ulët, si dhe 15 intervista me shkrim. Të dhënat cilësore janë analizuar sipas tematikave dhe duke u ndërthurur me të dhënat sasiore. Të gjitha variablat janë grupuar në bazë të llojit të faktorëve që i referohen lidhur me marrëdhënien e tyre, me kënaqësinë në punë të mësimdhënësve. Rezultatet sasiore dhe cilësore parashikojnë marrëdhëniet e drejtpërdrejta dhe të tërthorta ndërmjet faktorëve të kontekstit shkollor me motivimin dhe kënaqësinë në punën e mësimdhënësve. Identifikimi i hierarkisë së faktorëve që ndikojnë në kënaqësinë në punë, në koherencë me tematikat e identifikuara nga pohimet e mësimdhënësve, paraqet një vlerë të shtuar për krijimin e harmonisë institucionale brenda shkollës, si dhe fuqizimin e ndjenjës së përkatësisë individuale të mësimdhënësve në këtë harmoni. Kjo gjithsesi garanton arritje më të larta me nxënës si një variabël latente.Fjalët kyçe:
marrëdhëniet me kolegët, mbikëqyrja, klima e përgjithshme e shkollës, ngarkesa administrative, motivuesit e jashtëm, motivuesit e brendshëmShkarkimet
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References
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Crehan, L. (2016). Exploring the impact of career models on teacher motivation, UNESCO
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Demir, S. (2020). The Role of Self-Efficacy in Job Satisfaction, Organizational Commitment, Motivation and Job Involvement, Eurasian Journal of Educational Research 85, pp. 205-224, DOI: 10.14689/ejer.2020.85.10. DOI: https://doi.org/10.14689/ejer.2020.85.10
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Federici, R. A. & Skaalvik, E. M. (2012). Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit, Social Psychology of Education, 15:295–320, DOI 10.1007/s11218-012-9183-5. DOI: https://doi.org/10.1007/s11218-012-9183-5
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Gkolia Dimitrios, A. & Athanasios Koustelios, B. (2014). Teacher’s job satisfaction and self-efficacy: a review, European Scientific Journal August 2014 edition vol.10, No.22 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431
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Guskey, Th. R. (2002). 'Professional Development and Teacher Change', Teachers and Teaching: theory and practice, Vol. 8, No. 3/4,381-391, Article link: http://dx.doi.org/10.1080/135406002100000512." DOI: https://doi.org/10.1080/135406002100000512
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Latham, G. P. (2007). Work motivation,History, theory, research, and practice, Sage, London etj.
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Maele, D.V., & Houtte, M.V. (2012). The role of teacher and faculty trust in forming teachers’ job satisfaction: Do years of experience make a difference? Teaching and Teacher Education, 28 (879-889). DOI: https://doi.org/10.1016/j.tate.2012.04.001
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Maria, T. L., & Eve Bauer, C. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy, Teaching and Teacher Education 67, pp. 389-398.
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Menon, M. E. &, Saitis, Ch. (2006). Satisfaction of Pre-service and In-service Teachers with Primary School Organization, Educational Management Administration & Leadership ISSN 1741-1432 DOI: 10.1177/1741143206065269, SAGE Publications (London, Thousand Oaks and New Delhi), downloaded, 13.01.2018.
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Pappas, E. (2015). A Theory of Intrinsic Learning: Fundamental Concepts, Social Science Today Volume 2, Issue 1 (2015), 21-32 ISSN 2368-7169 E-ISSN 2368-7177 Published by Science and Education Centre of North America. Downloaded, 12.01.2018. DOI: https://doi.org/10.12735/sst.v2i1p21
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Potera, I., & Mehmeti, F. (2019). Relation between teachers’ job satisfaction and their motivation for professional development, Turkish Studies- Educational Science, Volume 14 Issue 4, ISSN: 2667-5609 DOI: https://doi.org/10.29228/TurkishStudies.23515
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Ryan, M., Deci, E. L. (2000). Self-determination Theory and the facilitation of Intrinsic motivation, Social development, and well-being, American Psychological association, Vol.55, No 1, 68-78. DOI: https://doi.org/10.1037//0003-066X.55.1.68
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Sansone, C., & Harackiewicz, J. M. (2000). Intrinsic and Extrinsic Motivation, The Search for Optimal Motivation and Performance, Academic Press, California, USA.
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Skaalvik, E.M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion, Teaching and Teacher Education 27 (1029-1038). DOI: https://doi.org/10.1016/j.tate.2011.04.001
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Skaalvik, E. M. (1997). Self –enhancing and self-defeating Ego orientation: Relations with task and avoidance orientation, achievement, self- perceptions, and anxiety, Journal of educational Psychology Vol.89, No 1, p.71-81. DOI: https://doi.org/10.1037//0022-0663.89.1.71
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Stride, C. , Wall, T. D., & Catley, N., 2nd edit. (2007). Measures of job Satisfaction, Organizational Commitment, mental Health and Job-related Well-being, John Wiley & Sons Ltd, England.
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Tran, Van Dat & Le, M. T. Lam. (2015). School Environment Factors as Predictors for Teachers’ Teaching Efficacy, Teacher Stress and Job Satisfaction, International Education Research Volume 3, Issue 2 (2015), 28-46 ISSN 2291-5273 E-ISSN 2291-5281 Published by Science and Education Centre of North America, download 13.01.2018. DOI: https://doi.org/10.12735/ier.v3i2p28
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Troesch, L.M., Bauer, C. E. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy, Teaching and Teacher Education, 67 (389-398). DOI: https://doi.org/10.1016/j.tate.2017.07.006
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Wasserman, E., & Maymon, Z. (2017). The Correlation between Professional Development and Teacher's Self-Efficacy, International Education Research, Volume 5, No. 1 (2017), 1-12 ISSN 2291-5273 E-ISSN 2291- DOI: https://doi.org/10.12735/ier.v5n1p1
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Published by Science and Education Centre of North America, downloaded 12.01.2018.
References
Crehan, L. (2016). Exploring the impact of career models on teacher motivation, UNESCO
Demir, S. (2020). The Role of Self-Efficacy in Job Satisfaction, Organizational Commitment, Motivation and Job Involvement, Eurasian Journal of Educational Research 85, pp. 205-224, DOI: 10.14689/ejer.2020.85.10. DOI: https://doi.org/10.14689/ejer.2020.85.10
Federici, R. A. & Skaalvik, E. M. (2012). Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit, Social Psychology of Education, 15:295–320, DOI 10.1007/s11218-012-9183-5. DOI: https://doi.org/10.1007/s11218-012-9183-5
Gkolia Dimitrios, A. & Athanasios Koustelios, B. (2014). Teacher’s job satisfaction and self-efficacy: a review, European Scientific Journal August 2014 edition vol.10, No.22 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431
Guskey, Th. R. (2002). 'Professional Development and Teacher Change', Teachers and Teaching: theory and practice, Vol. 8, No. 3/4,381-391, Article link: http://dx.doi.org/10.1080/135406002100000512." DOI: https://doi.org/10.1080/135406002100000512
Latham, G. P. (2007). Work motivation,History, theory, research, and practice, Sage, London etj.
Maele, D.V., & Houtte, M.V. (2012). The role of teacher and faculty trust in forming teachers’ job satisfaction: Do years of experience make a difference? Teaching and Teacher Education, 28 (879-889). DOI: https://doi.org/10.1016/j.tate.2012.04.001
Maria, T. L., & Eve Bauer, C. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy, Teaching and Teacher Education 67, pp. 389-398.
Menon, M. E. &, Saitis, Ch. (2006). Satisfaction of Pre-service and In-service Teachers with Primary School Organization, Educational Management Administration & Leadership ISSN 1741-1432 DOI: 10.1177/1741143206065269, SAGE Publications (London, Thousand Oaks and New Delhi), downloaded, 13.01.2018.
Pappas, E. (2015). A Theory of Intrinsic Learning: Fundamental Concepts, Social Science Today Volume 2, Issue 1 (2015), 21-32 ISSN 2368-7169 E-ISSN 2368-7177 Published by Science and Education Centre of North America. Downloaded, 12.01.2018. DOI: https://doi.org/10.12735/sst.v2i1p21
Potera, I., & Mehmeti, F. (2019). Relation between teachers’ job satisfaction and their motivation for professional development, Turkish Studies- Educational Science, Volume 14 Issue 4, ISSN: 2667-5609 DOI: https://doi.org/10.29228/TurkishStudies.23515
Ryan, M., Deci, E. L. (2000). Self-determination Theory and the facilitation of Intrinsic motivation, Social development, and well-being, American Psychological association, Vol.55, No 1, 68-78. DOI: https://doi.org/10.1037//0003-066X.55.1.68
Sansone, C., & Harackiewicz, J. M. (2000). Intrinsic and Extrinsic Motivation, The Search for Optimal Motivation and Performance, Academic Press, California, USA.
Skaalvik, E.M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion, Teaching and Teacher Education 27 (1029-1038). DOI: https://doi.org/10.1016/j.tate.2011.04.001
Skaalvik, E. M. (1997). Self –enhancing and self-defeating Ego orientation: Relations with task and avoidance orientation, achievement, self- perceptions, and anxiety, Journal of educational Psychology Vol.89, No 1, p.71-81. DOI: https://doi.org/10.1037//0022-0663.89.1.71
Stride, C. , Wall, T. D., & Catley, N., 2nd edit. (2007). Measures of job Satisfaction, Organizational Commitment, mental Health and Job-related Well-being, John Wiley & Sons Ltd, England.
Tran, Van Dat & Le, M. T. Lam. (2015). School Environment Factors as Predictors for Teachers’ Teaching Efficacy, Teacher Stress and Job Satisfaction, International Education Research Volume 3, Issue 2 (2015), 28-46 ISSN 2291-5273 E-ISSN 2291-5281 Published by Science and Education Centre of North America, download 13.01.2018. DOI: https://doi.org/10.12735/ier.v3i2p28
Troesch, L.M., Bauer, C. E. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy, Teaching and Teacher Education, 67 (389-398). DOI: https://doi.org/10.1016/j.tate.2017.07.006
Wasserman, E., & Maymon, Z. (2017). The Correlation between Professional Development and Teacher's Self-Efficacy, International Education Research, Volume 5, No. 1 (2017), 1-12 ISSN 2291-5273 E-ISSN 2291- DOI: https://doi.org/10.12735/ier.v5n1p1
Published by Science and Education Centre of North America, downloaded 12.01.2018.
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