طراحی الگوی انگیزش درونی معلمان آموزش و پرورش با استفاده از روش ترکیبی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری رشته مدیریت بازرگانی،گرایش رفتار سازمانی و منابع انسانی،دانشگاه اصفهان، اصفهان، ایران.

2 دانشیار گروه مدیریت،دانشکده علوم اداری و اقتصاد دانشگاه اصفهان، اصفهان، ایران.

3 دانشیارگروه مدیریت،دانشکده علوم اداری واقتصاد دانشگاه اصفهان، اصفهان، ایران.

چکیده

هدف پژوهش حاضر طراحی الگوی انگیزش درونی معلمان است. این پژوهش، از نوع کاربردی بوده و از رویکرد ترکیبی استفاده شده است. جامعه آماری پژوهش در بخش کیفی شامل کلیه خبرگان شاغل در اداره آموزش و پرورش شهر اصفهان بود که با استفاده از نمونه­گیری هدفمند، با تعداد 13 نفر از آنها مصاحبه نیمه ساختار یافته صورت گرفته است. در بخش کمّی نیز،جهت تأیید مدل حاصل از بخش کیفی، پرسشنامه­ای محقق ساخته طراحی گردید و با روش نمونه گیری طبقه ای متناسب با حجم نمونه، تعداد 530 پرسشنامه بین کل معلمان شهر اصفهان توزیع و پس از بازگشت،504 عدد از پرسشنامه­ها که کامل بود، مبنای تحلیل قرارگرفته است. نتایج بخش کیفی نشان داد که عوامل تاثیرگذار مثبت (عوامل سازمانی، عوامل مدیریتی و عوامل برون سازمانی) و عوامل تاثیرگذارمنفی (عوامل سازمانی و عوامل مدیریتی) انگیزش درونی را تحت تاثیر قرار می دهند و انگیزش درونی نیز موجب دو دسته پیامدهای فردی وسازمانی می شود. ابعاد انگیزش درونی نیز شامل اهمیت حرفه معلمی،چالشی بودن شغل، جذابیت شغل، استقلال معلمان، علاقه به شغل، احساس موثر بودن و سودمندی، تعادل کار-­زندگی،توسعه حرفه معلمی؛ غنی سازی حرفه معلمی، اغناء حس کنجکاوی است. نتایج بخش کمّی نیز نشان می­دهد که عوامل شناسایی شده در بخش کیفی، بر انگیزش درونی تأثیر معنادار دارند.

کلیدواژه‌ها

عنوان مقاله [English]

Designing intrinsic motivation model for the teachers in the department of education via mixed method

نویسندگان [English]

  • Hamideh Hosseini 1
  • Ali Nasre Isfahani 2
  • Ali Safari 3
1 Ph.D. student of Business Administration-Organizational Behavior and Human Resources, University of Isfahan, Isfahan, Iran.
2 Associate Professor, Department of Management, Faculty of Administrative Sciences and Economics, University of Isfahan, Isfahan, Iran.
3 Associate Professor, Department of Management, Faculty of Administrative Sciences and Economics, University of Isfahan, Isfahan, Iran.
چکیده [English]

Abstract
The focus of the present study is to design the teachers' intrinsic motivation model.  It is a functional study and the mixed approach has been used in it. The statistical population of the study in the qualitative part included all the experts in the department of education in the city of Isfahan from whom 13 experts were interviewed via semi-structured interview through purposive sampling method. A researcher-made questionnaire was designed in the quantitative part in order to confirm the model taken from the qualitive part and 530 questionnaires were distributed among all the teachers in the city of Isfahan and 504 ones which were complete have become the basis of analysis after being returned. The results in the qualitative part revealed that the positive effective factors and negative effective factors influence the intrinsic motivation and intrinsic motivation, per se, results in two personal and organizational outcomes. The results of quantitative part, too, show that the identified factors in the qualitative part have significant effect on the intrinsic motivation.
Introduction
Societies today consist of various organizations and it is the objectives of the organizations that determine their activities and human resources is one of the most effective factors in reaching the objectives of the organizations. Teachers, too, who are the staff of the department of education are not the exception. Considering the fact that education is of dramatic role in changing the life and building better future for people and their societies all around the world and the fact that the school can be assumed a formal educational organizational unit where all teacher-student interactions take place and accomplishing the predefined purposes for the school, both qualitatively and quantitatively, are determined just by the school teachers we will realize the importance of the teachers' intrinsic motivation; since they, as the teaching employees in the department of education, are the only ones which are directly in communication with the students.
Due to very great importance and outstanding effect on the operation and outputs of the organization, fundamental investigation and designing the model of intrinsic motivation determine the significance of this research. Moreover, through instigating the theoretical framework it was specified that designing intrinsic motivation model has been addressed less and its effect on the other components has been addressed more. Besides, it was revealed that there was no research in the field of designing intrinsic motivation model in the country and it requires more meticulous investigations. By making a correct understating of the teachers' intrinsic motivation and designing intrinsic motivation model, this study attempts to help managers in the department of education apply the intrinsic motivation as a valuable means to recognize the reasons of the behaviors in the organizations, direct the behaviors and also predict the effects of management measures.
Case study
Considering the position and main duties of education, and the existing gaps in it regarding the intrinsic motivation and also taking the thought-provoking and effective outcomes of the intrinsic motivation, the present study was conducted in the department of education in Isfahan.
Material and Methodology
It is functional in case of purpose and mixed (qualitative-quantitative) in case of administration with exploratory approach. The statistical population in the qualitative part is all the experts employed in the department of education in the city of Isfahan including school principals who teach at Farhangian University too and know enough about the objective and the subject of the study. The statistical population in the quantitative part includes the teachers in the department of education in Isfahan (zone 6). A questionnaire has been designed according to the achieved model after passing the stages of the qualitative part and codifying the research model, and stratified sampling method appropriate to the sample size was used for the distribution. Free and semi-structured interviews technique and the research-made questionnaire were used in the qualitative and quantitative parts respectively. Thirteen teachers were interviewed to collect the data in the qualitative part and the data got to the saturation point in this stage. A questionnaire was designed according to the model in the quantitative part of the study after passing the qualitative part and codifying the research model. The statistical population was all 8375 teachers in the city of Isfahan and stratified sampling appropriate to the sample size was used. 5q ≤ n ≤ 15 q has been used to calculate the sample size Minimum number of required questionnaires is 320 according to the formula, so 530 questionnaires were distributed and 504 ones which were complete became the basis of analysis after being returned.
Discussion and results
The findings of the preliminary study in the qualitative part imply that the teachers' model of intrinsic motivation in the department of education in the city of Isfahan includes the aspects of effective factors on the intrinsic motivation, the aspects of intrinsic motivation and the outcomes of intrinsic motivation. Effective factors on the intrinsic motivation were divided into two positive and negative effective factors and positive effective factors include include subthemes of positive organizational factors  and positive management factors and positive external-organizational factors and negative effective factors include negative organizational factors and negative management factors. Components of intrinsic motivation, too, include the importance of the teaching profession, job challenge, job attractiveness, teachers' independence, interest in the job, sense of effectiveness and usefulness, work-life balance, developing the teaching profession; enriching the teaching profession and satisfying the sense of curiosity. In addition, the conducted analyses imply that the staff's intrinsic motivation can lead to some outcomes too; the outcomes which have been accommodated into organizational and personal dimensions. The results in the quantitative part show that positive organizational factors, positive management factors, positive external-organizational factors, negative organizational factors, and negative management factors have significant effect on the intrinsic motivation with 55%, 39%, 56%, 43%, 39% respectively. Moreover, intrinsic motivation has significant effect on the organizational outcomes with 65% and on the personal outcomes with 64%.
Conclusion
The main objective of the present study was to design the teachers' motivation model in the city of Isfahan which was conducted via doing interview and coding the findings from the interview. The investigations led to identifying the components of intrinsic motivation, positive and negative effective factors on it and also identifying the outcomes of the teachers' intrinsic motivation.

کلیدواژه‌ها [English]

  • motivation
  • intrinsic motivation
  • teachers
  • department of education
  • mixed method

مراجع

منابع فارسی
نادمی، مهدیه سادات؛ محمدی آریا، علیرضا؛ خویینی، فاطمه. (1400). سنجش رابطه حمایت عاطفی معلّم و حمایت هیجانی دانش‌آموز با انگیزش درونی، بیرونی و بی‌انگیزشی تحصیلی با میانجی‌گری‌ هیجانات تحصیلی،  نشریه روان پرستاری، (6)9، 25-37.
نقش، زهرا؛ آقایی نژاد، نیلوفر. (1401). بررسی رابطه ی خود کارآمدی تحصیلی و مسئولیت پذیری تحصیلی با در نظر گرفتن نقش میانجی انگیزش درونی. رویش روان شناسی، ۱۱(۲) :۱۵۶-۱۴۷.
 
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پژوهش های مدیریت عمومی
دوره 17، شماره 63 - شماره پیاپی 63
(علمی - پژوهشی)
فروردین 1403
صفحه 91-114

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