Gimnazijos pedagogų darbo motyvavimas

LTPedagogų motyvavimas – viena iš švietimo vadovų funkcijų ir reikšminga švietimo vadybos problema, tačiau pedagogų motyvavimas kaip tyrimo objektas ligi šiol nesulaukė aktyvaus mokslininkų dėmesio. Straipsnyje pristatomo tyrimo tikslas – atskleisti gimnazijų pedagogų darbo motyvavimo ypatumus. Buvo apklausti šešiose Lietuvos gimnazijose dirbantys pedagogai (iš viso 300), kurie užpildė šiam tyrimui sukurtą klausimyną. Rezultatų analizė atskleidė, kad apskritai gimnazijos pedagogų profesinė motyvacija yra stipresnė nei vidutiniška, tačiau net 68 proc. pedagogų mano, kad galėtų dirbti geriau. Nustatyta dešimt motyvuojančių veiksnių, kurie šiuo metu motyvuoja gimnazijos pedagogus dirbti: tai pedagogų savirealizacijai sudarytos sąlygos, pedagogų pasitenkinimą darbu skatinančios sąlygos, vadovų taikomi materialinio paskatinimo būdai, vadovų dėmesys ir pagarba pedagogams ir kt. Kuo stipresnė pedagogų profesinė motyvacija, tuo labiau jiems svarbus gimnazijos vadovų motyvavimo poveikis. Be to, nustatytos sąsajos tarp atskirų motyvuojančių veiksnių ir kai kurių respondentų charakteristikų.Reikšminiai žodžiai: Darbo motyvavimas; Gimnazijos; Pedagogai; Motivating for work; Gymnasium; Teachers.

ENThis article introduces to the research results completed in the years 2004-2005. The main goal of the research was to reveal the peculiarities of gymnasium teachers’ motivation for work. Empirical research of quantitative type has been chosen for the purpose of fulfilling this goal; namely, stochastic survey of written form for 300 gymnasium pedagogues has been given according to a specially for that purpose made questionnaire. In total gymnasium pedagogues’ professional motivation is comparatively higher than average. However, gymnasium pedagogues critically evaluate their work efficiency – the majority of them (as much as 68%) think that they could work better. Seven categories have been singled out as those which obstruct gymnasium pedagogues to work well (that is, suppresses their motivation): low financial provision for gymnasiums, disadvantages of educational system, a great work load for pedagogues, improper management work, personal pedagogues’ reasons, peculiarities of students’ motivations to study, destructive relationships among colleagues. Eight categories have been singled out as those which, according to the respondents, would help to work better (that is, would improve their motivation): improving financial provision for gymnasiums, better gymnasium management work, raising salaries, better management of educational system, pedagogues personal advancement, improving relationships with colleagues, satisfaction with work, the stability of workplace, increase in students’ motivation to study, fulfillment of other personal needs.While investigating the motives, which act as motivators to work well for gymnasium pedagogues at present, ten motivating factors have been established. They are: possibilities for pedagogues self-fulfillment, conditions initiating pedagogues’ satisfaction with their work, ways financial encouragement applied by the management, management’s attention and respect to pedagogues, management’s human understanding, personal gain of pedagogues work in gymnasium, pedagogues’ satisfaction with personal work results, pedagogues’ satisfaction with salary and working conditions, pedagogues’ responsibility for their work results, pedagogues’ satisfaction with professional communication with management and colleagues. The most influential factor, which accounts for 26,8% of dispersion – is favorable conditions for pedagogues self-fulfillment. All the other factors are much weaker and account for a considerably lower part of dispersion. It was established that the link exists between all (except one) factors related to gymnasium pedagogues’ motivation and one respondents’ characteristic, that is, the level of professional motivation. The higher pedagogues’ professional motivation, the more they subject themselves to the influence of the management’s motivational work. Also, links have been found between separate factors and other respondents’ characteristics. [From the publication]