Motivation and demotivation of university teachers
Motivation and demotivation of university teachers
复制标题
大学教师的积极性与消极性
DOI：
10.1080/13540600802571361
复制
发表时间：
2008
影响因子：
2.7
通讯作者：
Zeynep Kızıltepe
中科院分区：
文献类型：
--
作者：
Zeynep Kızıltepe
教师是土耳其收入最低的群体之一。研究结果显示，由于班级人数过多，班级结构和物质条件差，教师的专业条件不足，大学教育达不到现代标准。本文报道的研究的目的是探讨在伊斯坦布尔的公立大学教师的动机和动力不足的来源。300名教师（M = 112，F = 188）年龄在33岁至65岁之间，被问及两个开放式问题，关于他们对自己职业的动机和去动机倾向。教学的动机方面/因素已被压缩和分类为四个主要单位：学生，职业，社会地位和理想。在五个不同的标题下压缩和分类：学生，经济，结构和物理特性，研究和工作条件下，去激励方面/因素。结果表明，学生是高校教师工作动机和消极因素的主要来源。除了学生，职业是次要的激励因素，经济和研究是次要的抑制因素。
Teachers make up one of the lowest income groups in Turkey. Research tells us that with their large class sizes, poor structural and physical characteristics of the classes, and the inadequate professional conditions offered to teachers, education at the university level is not up to modern standards. The aim of the study reported in this paper is to examine sources of motivation and demotivation among teachers at a public university in Istanbul. Three hundred teachers (M = 112, F = 188) aged between 33 and 65, were asked two open‐ended questions regarding their motivational and demotivational tendencies towards their profession. Motivating aspects/factors of teaching have been compressed and categorised under four main units: Students, Career, Social Status and Ideals. Demotivating aspects/factors have been compressed and categorised under five different headings: Students, Economics, Structural and Physical Characteristics, Research and Working Conditions. Results show that students are the main source of motivation and demotivation for university teachers. Besides students, while career is a secondary motivational factor, economics and research are secondary demotivating factors.