تعداد نشریات | 19 |
تعداد شمارهها | 385 |
تعداد مقالات | 3,154 |
تعداد مشاهده مقاله | 4,305,261 |
تعداد دریافت فایل اصل مقاله | 2,897,857 |
Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation | ||
Journal of Modern Research in English Language Studies | ||
مقاله 4، دوره 5، شماره 2، مرداد 2018، صفحه 77-100 اصل مقاله (829.75 K) | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.30479/jmrels.2019.10317.1283 | ||
نویسندگان | ||
Mohammad Hassanzadeh* 1؛ Monavareh Jafari2 | ||
1Department of English language and literature, Vali-e-Asr University, | ||
2MA graduate from the Department of English language and literature, Vali-e-Asr University | ||
تاریخ دریافت: 04 فروردین 1398، تاریخ بازنگری: 07 خرداد 1398، تاریخ پذیرش: 12 خرداد 1398 | ||
چکیده | ||
Teacher motivation is of paramount importance to the growth of any education system. Despite its significance, the topic has been largely overlooked at the expense of learner motivation research. To further investigate the issue, a questionnaire was developed to find the status of teacher (de)motivation and its underlying components within the Iranian context. The survey also examined the difference between male versus female, and English language versus non-English subject teachers in terms of their (de)motivation. The participants consisted of 509 secondary school teachers from 18 Iranian cities. The questionnaire content was grounded on a focus-group interview as well as a number of extant need-based motivational theories. Upon data collection, a Principal Components Analysis was conducted to identify the minimally optimum items of the so-called 'need-based teacher motivation inventory' (NTMI). The findings underscored English teachers’ low motivation, suggesting that secondary school English teachers were less dissatisfied with their school administration and colleagues, the work environment, and the job itself. However, they felt demotivated by meagre earnings, inequity in payment, lack of autonomy and recognition, poor contribution to decision-makings, inadequacy of in-service training programs, unfair opportunities for promotion, non-standard teacher evaluation criteria, and unappealing instructional materials. The results also showed no difference between female teachers and their male counterparts. Nevertheless, English-subject teachers were found to be less motivated. Iranian Ministry of Education seems to be in desperate need of restoring the dignity of its staff through investing in improved services, reasonable payment, and imparting the recognition that teachers deserve. | ||
کلیدواژهها | ||
Demotivation؛ Ministry of Education (MoE)؛ Need-based Teacher Motivation Inventory (NTMI)؛ Teacher motivation | ||
عنوان مقاله [English] | ||
بررسی عوامل موثر بر بی انگیزگی معلمان زبان انگلیسی سطح متوسطه در ایران | ||
نویسندگان [English] | ||
محمد حسن زاده1؛ منوره جعفری2 | ||
1گروه زبان و ادبیات انگلیسی، دانشگاه ولی عصر رفسنجان | ||
2دانش آموخته دوره کارشناسی ارشد از گروه زبان و ادبیات انگلیسی، دانشگاه ولی عصر رفسنجان | ||
چکیده [English] | ||
انگیزه معلم نقش کلیدی در رشد هر دستگاه آموزشی دارد. علیرغم اهمیت آن، پژوهشگران زبان دوم به قیمت بررسی مقوله انگیزه فراگیران، موضوع را تا حد زیادی نادیده گرفته اند. برای کنکاش بیشتر این موضوع، پرسشنامه ای برای پی بردن به وضعیت انگیزه معلمان و اجزای تشکیل دهنده آن طراحی شد. این بررسی همچنین تفاوت بین مردان و زنان و همچنین معلمین زبان انگلیسی و غیر زبان انگلیسی را از لحاظ میزان انگیزه مورد بررسی قرار داد. شرکت کنندگان شامل 509 معلم متوسطه از 18 شهر ایران بودند. محتوای پرسشنامه بر اساس یک مصاحبه گروهی و همچنین تعدادی از نظریه های انگیزشی نیازمحور پایه ریزی گردید.. پس از جمع آوری داده ها، تحلیل عاملی بمنظور شناسایی آیتمهای حداقلی بهینه این پرسشنامه انجام شد .یافته ها به کم انگیزگی معلمان اشاره داشت و نشان داد که معلمان انگلیسی متوسطه کمتر از مدیر مدرسه و همکاران خود، محیط کار و شغلشان ناراضی بودند. با این حال، آنها از درآمد اندک و پرداخت نامنظم برای اضافه کاری، نابرابری در پرداخت، عدم استقلال و تشویق، سهم اندک در تصمیم گیری ها، برنامه های آموزش ضمن خدمت نامناسب، فرصت های ناعادلانه برای ارتقاء، معیارهای ارزیابی غیراستاندارد معلمان و مواد آموزشی غیرجذاب ناراضی بودند. نتایج نشان داد از لحاظ انگیزه بین معلمین زن و مرد تفاوت معنی داری وجود ندارد. با این حال، معلمان زبان انگلیسی انگیزه کمتری از معلمان غیر انگلیسی داشتند. به نظر می رسد نهاد آموزش و پرورش باید اقدامات موثرتری را نسبت به سرمایه گذاری در مسیر تعالی شان معلمین تحت استخدام خود از طرقی نظیر بهبود خدمات، ارتقاء حقوق و مزایا، و منزلت بخشی به آنها در پیش گیرد. | ||
کلیدواژهها [English] | ||
اداره آموزش و پرورش, پرسشنامه نیازمحور انگیزه معلمان (ان تی ام آی), انگیزه معلم | ||
مراجع | ||
Adams, J. S. (1963). Towards an understanding of inequity. The Journal of Abnormal and Social Psychology, 67(5), 422-436.
Ball, B. (2012). A summary of motivation theories. How to motivate your employee. http://www.yourcoach.be/en/employeemotivation-e-book. Bevan., S. (2000) Reward strategy: Ten common mistakes. [Online] Available at: https://www.employment-studies.co.uk/system/files/resources/files/mp2.pdf[Accessed 19th August 2018]. Bruner, J. (1996). The culture of education. Cambridge, Mass.: Harvard University Press. Chireshe, R., & Shumba, A. (2011). Teaching as a profession in Zimbabwe: Are teachers facing a motivation crisis. Journal of Social Sciences 28(2), 113-118. Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In Bess, J. L. (ed.), Teaching well and liking it: Motivating faculty to teach effectively (pp. 72-89). Baltimore, MA: Johns Hopkins University Press. Denscombe, M. (2000). Social conditions for stress: Young people's experience of doing GCSEs. British Educational Research Journal, 26(3), 359-374. Dinham, S., & Scott, C. (2000) Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration 38, 379-396. Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59. Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow, UK: Pearson Education. Doyle, T., & Kim, M. Y. (1999). Teacher motivation and satisfaction in the United States and Korea. MEXTESOL Journal, 23(2), 35-48. Field, A. (2005). Discovering statistics using SPSS (2nd ed). London, UK: SAGE. Fives, H. & Alexander, P.A. (2004) How schools shape teacher efficacy and commitment: Another piece in the achievement puzzle. In D. M., McInerney, & Van Etten, S. (eds), Big Theories revisited. volume 4 in: Research on sociocultural influences on motivation and learning(pp. 329-359), Greenwich, CT: Information Age Publishing. Gemeda, F. T., & Tynjälä, P. (2015). Exploring teachers’ motivation for teaching and professional development in Ethiopia: Voices from the field. Journal of Studies in Education, 5(2), 169-186. Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom‐oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77. Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1-18. Kassabgy, O., Boraie, D., & Schmidt, R. (2001). Values, rewards and job satisfactions in ESL/EFL. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 213–237). Honolulu, HI: University of Hawai’i. Michaelowa, K. (2002). Teacher job satisfaction, student achievement, and the cost of primary education in Francophone Sub-Saharan Africa. A Discussion Paper of the Hamburg Institute of International Economics (HWWA). Pallant, J. (2013). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Maidenhead: McGraw-Hill. Patrick, B.C., Hisley, J. & Kempler, T. (2000) What’s everybody so excited about?: The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education 68(3), 217-236. Pelletier, L.G., Séguin-Lévesque, C. and Legault, L. (2002) Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology, 94, 186-96. Pennington, M. C. (1995). Work satisfaction, motivation and commitment in teaching English as a second language. ERIC Document ED 404850. Pole, C., & Lampard, R. (2002). Practical social investigation: Qualitative and quantitative research in the social sciences. Prentice-Hall, NJ: Englewood Cliffs. Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419-435. Roth, G., Assor, A., Kanat-Maymon, Y. & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-74. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78. Schaefer, E. (2011). Teacher motivation: The missing link in ESLmotivational studies. Retrieved from: http://hdl.handle.net/10083/49642 Shoaib, A. (2004). What motivates and demotivates English teachers in Saudi Arabia: A qualitative perspective. Unpublished doctoral dissertation, Nottingham: University of Nottingham, School of English Studies. Watt, M.G. & Richardson, P.W. (2008) Motivations, perceptions and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction 18, 408-28. Winslow, W.W., Honein, G., & Elzubeir, M.A. (2002). Seeking Emirati women's voices: The use of focus groups with an Arab population. Qualitative Health Research, 12(4), 566-575. Zhang, Q. & Sapp, D.A. (2008) A burning issue in teaching: The impact of teacher burnout and nonverbal immediacy on student motivation and affective learning. Journal of Communication Studies 1(2), 152–68. | ||
آمار تعداد مشاهده مقاله: 775 تعداد دریافت فایل اصل مقاله: 723 |