Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza
Yıl: 2023 Cilt: 12 Sayı: 1 Sayfa Aralığı: 167 - 179 Metin Dili: İngilizce DOI: 10.14686/buefad.1015451 İndeks Tarihi: 31-10-2023
Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza
Öz: The goal of this study is to find out the situations that motivate and demotivate teachers in their job. In this study, phenomenology, one of the qualitative research method designs, was used to reveal the factors affecting teachers' motivation. Content analysis, one of the qualitative data analysis techniques, was used to examine the acquired data. The study group consisted of (25) teachers working in primary schools in Gaza Governorate-Occupied Palestine in the academic year 2019-2020. They were selected according to the convenience sampling method. (15) extrinsic motivators, (26) intrinsic motivators, (32) extrinsic demotivators, and (3) intrinsic demotivators emerged from the analysis and interviews. The findings of the study are in line with the attribution theory of motivation, especially the dimension of locus of causality, as teachers’ motivators and demotivational factors are classified according to internal and external motivation factors. In addition, some factors can be attributed to the stability dimension, specifically the demotivational factors including the school physical environment, administrative bureaucracy, the routine of governmental organizations, weak incentives, and unstable political conditions. These factors are stable causes that influence teachers’ behaviours consistently over time. Internal motivating factors are effective in increasing motivation more than exterior motivating factors; however, the external factors are effective in decreasing the motivation of teachers more than the internal factors.
Anahtar Kelime: Öğretmenlerin Motivasyonunu Arttıran ve Azaltan Faktörler: Gazze Örneği
Öz: ÖZ Bu çalışmanın amacı, öğretmenleri mesleklerinde motive eden ve motivasyonlarını azaltan iç ve dış motivasyon etkenlerini ortaya çıkarmaktır. Çalışmada öğretmenlerin mesleki motivasyonlarını etkileyen faktörleri ortaya çıkarmak için nitel araştırma yöntemi, fenomenoloji deseni kullanılmıştır. Elde edilen verilerin çözümlenmesinde nitel veri analiz tekniklerinden içerik analizi kullanılmıştır. Çalışma grubunu 2019-2020 eğitim öğretim yılında Gazze Valiliği-İşgal Altındaki Filistin'deki ilköğretim okullarında görev yapan ve kolay ulaşılabilir durum örneklemesi yöntemiyle seçilen 25 öğretmen oluşturmuştur. Elde edilen verilerin analiz edilmesi sonucu 15 dışsal motive edici etken, 26 içsel motive edici etken, 32 dışsal motivasyonu azaltan etken ve (3) içsel motivasyonu azaltan etken ortaya çıkmıştır. Araştırmanın bulguları, öğretmenlerin motive edici ve motivasyonu azaltan faktörlerin içsel ve dışsal motivasyon faktörlerine göre sınıflandırılması nedeniyle, özellikle nedensellik odağı boyutu olmak üzere, motivasyonun yükleme teorisi ile uyumludur. Buna ek olarak, istikrar boyutuna, özellikle okulun fiziksel ortamı, idari bürokrasi, devlet kurumlarının rutini, zayıf teşvikler ve istikrarsız siyasi koşullar dahil olmak üzere motivasyon bozucu faktörler gibi bazı faktörler atfedilebilir. Bu faktörler, öğretmenlerin davranışlarını zaman içinde tutarlı bir şekilde etkileyen sabit nedenlerdir. Motivasyonu artırmada içsel motive edici faktörler, dışsal motive edici faktörlerden daha fazla etkilidir; ancak dış etkenler öğretmenlerin motivasyonunu azaltmada iç etkenlerden daha fazla etkilidir.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- Abu-samrah, M. A., &Hamarshah, E. M. (2014). The relationship between the leadership practices of school principals and the level of achievement motivation of teachers in Palestine. Journal of Al Azhar University-Gaza Humanities,16 (1), 1-30. http://www.alazhar.edu.ps/journal/detailsr.asp?seqq1=2663
- Abu-shanab, M. H. (2020). Job security and its relation to motivation to work for teachers in governmental schools in Gaza governorates. Master Dissertation. Al-Aqsa University.
- Ada, Ş., Akan, D., Ayık, A., Yıldırım, İ., &Yalçın, S. (2013). Motivation factors of teachers. Journal of Atatürk University Institute of Social Sciences, 17(3), 151-166. https://dergipark.org.tr/en/pub/ataunisosbil/issue/2834/38590
- Affouneh, S. (2014). Critical Analysis of the education system after the establishment of the Palestinian authority. An-Najah journals (Humanities Journal), 28 (2), 265-292. https://scresearch.najah.edu/ar/najah- journals/journals/humanities-journal/
- Agarwal, S. K. (2005). Environmental management. APH Publishing. 8176488216, 9788176488211 https://www.kisa.link/P5Jo
- Altahayneh, Z. & Hatamleh, M. (2011). Sources of job stress among physical education teachers at Zarqa governorate and their intention to leave the profession. Educational Science, 38, 1015-1029. http://search.mandumah.com/Record/102800
- Al-Zawahreh, A., & Al-Madi, F. (2012). The utility of equity theory in enhancing organizational effectiveness. European Journal of Economics, Finance and Administrative Ssciences, 46(3), 159- 169.https://www.europeanjournalofeconomicsfinanceandadministrativesciences.com/
- Bogdan, R.C. & Biklen, S.K. (2002). Qualitative research for education. Pearson.
- Börü, N. (2018). The Factors Affecting Teacher-Motivation. International Journal of Instruction, 11(4), 761-776.
- Büyükses, L. (2010).Factors affecting teachers’ motivation in job environment. Master Thesis, Süleyman Demirel University.
- Creswell, J. W. (2016). Qualitative research methods: qualitative research and research design according to five approaches. Siyasal Kitabevi
- Dean, M. J., & Dean, J. (2002). Organising learning in the primary school classroom. Routledge.
- Doyle, W. (1980). Classroom management. West Lafayette, IN: Kappa Delta Pi.https://files.eric.ed.gov/fulltext/ED206567.pdf
- Flick, U. (2014). The SAGE handbook of qualitative data analysis. Sage.
- Gawel, J. E. (1996). Herzberg's theory of motivation and Maslow's hierarchy of needs. Practical Assessment, Research, and Evaluation, 5(1), 11.https://doi.org/10.7275/31qy-ea53
- Gay, L.R., Mills, G.E., & Airasian, P.W. (2012). Educational research: Competencies for analysis and applications. Pearson.
- Hartzell, L. (2018). Teacher-student relationships and school effectiveness. Doctoral Dissertation, Point Park University.
- Harvey, P., & Martinko, M. J. (2009). Attribution theory and motivation. Organizational behavior, theory, and design in health care, 143-158.
- Herzberg, F. (2005). The motivation-hygiene theory. Organizational behavior one: Essential theories of motivation and leadership, eds JB Miner, ME Sharpe Inc, New York, 61-74.
- Hoy, W. K.&Miskel, C. G. (2012). Educational Administration: Theory, Research, and Practice. McGraw-Hill Education. 0078024528, 9780078024528
- Hussein, H. (2016). Mathematics teachers’ professional motivation in the Arab cultural environment: Analytical Transversal study. Journal of Mathematics Education, 19 (12), 19-66.https://armin.journals.ekb.eg/
- Johnson, C. R. (2000). Factors influencing motivation and de-motivation in mexican EFL Teachers.
- Kalloub, M. T. (2017). Creation leadership and its relationship in enhancing the motivation of secondary school teachers in the Ministry of Higher Education in Gaza Governorates. Master Dissertation. Management and Politics Academy for Postgraduate Studies.
- Leu, E. (2005). The role of teachers, schools, and communities in quality education: A review of the Literature. Academy for Educational Development.
- Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and individual differences, 13(3), 251-258.
- Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation,30, 73-84
- Lunenburg, F. C. (2011). Goal-setting theory of motivation. International journal of management, business, and administration, 15(1), 1-6.
- Martinko, M. J., Gundlach, M. J., & Douglas, S. C. (2002). Toward an integrative theory of counterproductive workplace behavior: A causal reasoning perspective. International Journal of Selection and Assessment, 10(1 2), 36-50.
- Mashaqbah, N. K. (2018). The relationship between motivation and job satisfaction among teachers of public schools in Mafraq province of Jordan. European Scientific Journal, 14(31).
- Maslow, A. H. (1943). Preface to motivation theory. Psychosomatic medicine.
- Maslow, A. H. (1954). The instinctoid nature of basic needs. Journal of personality.
- Maykut, P. & Morehouse, R. (1994). Beginning qualitative research: A philosophical and practical guide: Falmer. Erişim: H61 M452 2003.
- McLeod, S. (2007). Maslow's hierarchy of needs. Simply Psychology, 1(1-18).
- McMillan, J. H.& Schumacher, S. (2010). Research in Education: Evidence-based inquiry, my education lab series. Pearson.
- Miles, M. B.& Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
- OCHA. (2016, October 7). Start of new school year in Gaza [Article]. https://www.ochaopt.org/content/start-new- school-year-gaza
- Özgenel, M., & Mert, P. (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417-434.
- Rauch, F. (2002). The potential of education for sustainable development for reform in schools. Environmental education research, 8(1), 43-51.
- Singer-Brodowski, M., Brock, A., Etzkorn, N., & Otte, I. (2019). Monitoring of education for sustainable development in Germany–insights from early childhood education, school, and higher education. Environmental education research, 25(4), 492-507.
- Veronese, G., Pepe, A., Dagdukee, J., & Yaghi, S. (2018). Teaching in conflict settings: Dimensions of subjective wellbeing in Arab teachers living in Israel and Palestine. International Journal of Educational Development, 61, 16-26.
- Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548.
- Youell, R., & Youell, C. (2013). Effective NLP skills. Kogan Page Publishers. https://www.kisa.link/P5Ko
| APA | Mdookh W, YILDIRIM İ (2023). Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. , 167 - 179. 10.14686/buefad.1015451 |
| Chicago | Mdookh Walaa,YILDIRIM İSA Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. (2023): 167 - 179. 10.14686/buefad.1015451 |
| MLA | Mdookh Walaa,YILDIRIM İSA Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. , 2023, ss.167 - 179. 10.14686/buefad.1015451 |
| AMA | Mdookh W,YILDIRIM İ Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. . 2023; 167 - 179. 10.14686/buefad.1015451 |
| Vancouver | Mdookh W,YILDIRIM İ Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. . 2023; 167 - 179. 10.14686/buefad.1015451 |
| IEEE | Mdookh W,YILDIRIM İ "Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza." , ss.167 - 179, 2023. 10.14686/buefad.1015451 |
| ISNAD | Mdookh, Walaa - YILDIRIM, İSA. "Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza". (2023), 167-179. https://doi.org/10.14686/buefad.1015451 |
| APA | Mdookh W, YILDIRIM İ (2023). Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 167 - 179. 10.14686/buefad.1015451 |
| Chicago | Mdookh Walaa,YILDIRIM İSA Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. Bartın Üniversitesi Eğitim Fakültesi Dergisi 12, no.1 (2023): 167 - 179. 10.14686/buefad.1015451 |
| MLA | Mdookh Walaa,YILDIRIM İSA Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. Bartın Üniversitesi Eğitim Fakültesi Dergisi, vol.12, no.1, 2023, ss.167 - 179. 10.14686/buefad.1015451 |
| AMA | Mdookh W,YILDIRIM İ Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 2023; 12(1): 167 - 179. 10.14686/buefad.1015451 |
| Vancouver | Mdookh W,YILDIRIM İ Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 2023; 12(1): 167 - 179. 10.14686/buefad.1015451 |
| IEEE | Mdookh W,YILDIRIM İ "Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza." Bartın Üniversitesi Eğitim Fakültesi Dergisi, 12, ss.167 - 179, 2023. 10.14686/buefad.1015451 |
| ISNAD | Mdookh, Walaa - YILDIRIM, İSA. "Factors that Increase and Decrease Teachers’ Motivation: The example of Gaza". Bartın Üniversitesi Eğitim Fakültesi Dergisi 12/1 (2023), 167-179. https://doi.org/10.14686/buefad.1015451 |
