Iekšējās un ārējās darba motivācijas saistība ar vecumu un darba pieredzes ilgumu Latvijas skolu skolotājiem
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Date
2020
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Rīgas Stradiņa universitāte
Rīga Stradiņš University
Rīga Stradiņš University
Abstract
Šī darba mērķis ir noskaidrot ārējas un iekšējas motivācijas iespējamās sakarības ar vecumu un darba pieredzes ilgumu skolā dažāda vecuma Latvijas skolotājiem.
Darba teorētiskais un pētnieciskais modelis balstās uz paš-determinācijas teorijas (Deci, Ryan, 1987), kas norāda ka darba motivācija sastāv no diviem galvenajiem komponentiem: iekšējās motivācijas, piemēram, sasniegumu atzīšana un paša uzdevuma pievilcība; un ārējās motivācijas kā organizācijas administrēšana, uzraudzība un alga (Arquero et al., 2015; Stringer et al., 2011, kā minēts Ismail A., & Razak M. R. A., 2016).
Darba pētījumā piedalījās 60 respondenti, no 6 dažādām Latvijas skolām, vecumā no 23 līdz 68 gadiem. Pētījumā piedalījās 90% sieviešu. Pētījuma veikšanā tika izmantota “The Multidimensional Work Motivation Scale” (MWMS) (Gagne – Westbye, 2014), kurai tika veikts pirmais adaptācijas posms un demogrāfiskā aptauja.
Sākumā tika izveidots pētījuma teorētiskais pamatojums. Pēc tam tika veikta “The Multidimensional Work Motivation Scale” (MWMS) adaptācija latviešu valodā un skalas adaptētā versija izveidota online vidē. Darba autore elektroniski sazinājās ar 76 Latvijas skolām. Ievāktie dati tika analizēti, izmantojot aprakstošo statistiku, un tika noteiktas, saistības starp skalām, vecumu un darba pieredzes ilgumu skolā X, balstoties uz iepriekš noteiktajiem pētījuma jautājumiem.
Pēc analīzes veikšanas tika noskaidrots ka MWMS skalas adaptācija daļēji atbilst psihometriskajām prasībām. Tika secināts ka dotajā izlasē nepastāv nozīmīgas saistības starp iekšējo vai ārējo darba motivāciju un vecumu, darba pieredzes ilgumu (p<0,05). Tika noteikts ka skolotājiem vissvarīgākā bija introjekcijas regulācijas, kas apzīmē pašvērtējumu, pēc kura sekoja identifikācijas regulācijas, kas apzīmē pašmācības un zināšanu nozīmi un tālāk iekšējā motivācija. Kā arī lielākās daļas skolotāju attieksme pret attālināto māsīšanu ir pozitīva un ļauj apgūt ko jaunu, taču daļa skolotāju izjuta diskomfortu strādājot attālināti, stresu dēļ darba apjoma un veselības problēmas.
Atslēgas vārdi – skolotāji; darba motivācija; organizācija; iekšējā motivācija; ārējā motivācija; vecums; darba pieredze.
The aim of this work is to find out the possible connections of external and internal motivation with age and the duration of work experience at school for Latvian teachers of different ages. The theoretical and research model of the work is based on the theory of self-determination (Deci, Ryan, 1987), which indicates that work motivation consists of two main components: internal motivation, such as recognition of achievements and attractiveness of the task itself; and external motivations as an organization’s administration, supervision, and salary (Arquero et al., 2015; Stringer et al., 2011, as cited in Ismail A., & Razak M. R. A., 2016). 60 respondents from 6 different Latvian schools, aged 23 to 68, participated in the study. 90% of women participated in the study. The study used The Multidimensional Work Motivation Scale (MWMS) (Gagne - Westbye, 2014), for which the first adaptation phase and demographic survey were conducted. Initially, the theoretical basis of the study was developed. After that, the “Multidimensional Work Motivation Scale” (MWMS) was adapted in Latvian and the adapted version of the scale was created in an online environment. The author of the paper contacted 76 Latvian schools electronically. The data collected were analyzed using descriptive statistics and the correlation between scales, age and length of work experience in school X were determined based on the pre-defined research questions. After the analysis, it was found that the MWMS scale adaptation partially meets the psychometric requirements. It was concluded that in the given sample there is no significant relationship between internal or external work motivation and age, duration of work experience (p <0.05).. Also, the attitude of most teachers towards remote teaching is positive and allows them to learn something new, but some teachers felt discomfort working remotely, due to stress, workload and health problems. Keywords – teacher; work motivation; organization; intrinsic motivation; external motivation; age; work experience.
The aim of this work is to find out the possible connections of external and internal motivation with age and the duration of work experience at school for Latvian teachers of different ages. The theoretical and research model of the work is based on the theory of self-determination (Deci, Ryan, 1987), which indicates that work motivation consists of two main components: internal motivation, such as recognition of achievements and attractiveness of the task itself; and external motivations as an organization’s administration, supervision, and salary (Arquero et al., 2015; Stringer et al., 2011, as cited in Ismail A., & Razak M. R. A., 2016). 60 respondents from 6 different Latvian schools, aged 23 to 68, participated in the study. 90% of women participated in the study. The study used The Multidimensional Work Motivation Scale (MWMS) (Gagne - Westbye, 2014), for which the first adaptation phase and demographic survey were conducted. Initially, the theoretical basis of the study was developed. After that, the “Multidimensional Work Motivation Scale” (MWMS) was adapted in Latvian and the adapted version of the scale was created in an online environment. The author of the paper contacted 76 Latvian schools electronically. The data collected were analyzed using descriptive statistics and the correlation between scales, age and length of work experience in school X were determined based on the pre-defined research questions. After the analysis, it was found that the MWMS scale adaptation partially meets the psychometric requirements. It was concluded that in the given sample there is no significant relationship between internal or external work motivation and age, duration of work experience (p <0.05).. Also, the attitude of most teachers towards remote teaching is positive and allows them to learn something new, but some teachers felt discomfort working remotely, due to stress, workload and health problems. Keywords – teacher; work motivation; organization; intrinsic motivation; external motivation; age; work experience.
Description
Psiholoģija
Psychology
Psiholoģija
Psychology
Psychology
Psiholoģija
Psychology
Keywords
skolotāji; darba motivācija; organizācija; iekšējā motivācija; ārējā motivācija; vecums; darba pieredze, teacher; work motivation; organization; intrinsic motivation; external motivation; age; work experience