Individualne i kontekstualne odrednice nastavničkih motivirajućih stilova

master's thesis

• Title (english): Individual and contextual determinants of motivating teaching styles
• Author: Maja Golešić
• Mentor: Aleksandra Huić (mentor)
• Committee member: Vesna Vlahović-Štetić (predsjednik povjerenstva)
• Committee member: Nina Pavlin-Bernardić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Psychology); Zagreb
• Defense date and country: 2022-04-07, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Istraživanje je usmjereno na nastavničke motivirajuće stilove koji prema novom kružnom modelu motivirajućih stilova podržavaju potrebe učenika i poboljšavaju njihovu motivaciju: stil koji podržava autonomiju i strukturirajući stil. Ovim istraživanjem nastojalo se doprinijeti spoznaji pod kojim uvjetima učitelji i nastavnici odabiru navedene stilove. Stoga, provjerena je povezanost nastavničkih motivirajućih stilova s motivacijom nastavnika za poučavanje te mogućnost predviđanja nastavničkih motivirajućih stilova na temelju motivacije za poučavanje kao individualne odrednice i percepcije transformacijskog vodstva ravnatelja kao kontekstualne odrednice. U online istraživanju sudjelovalo je 265 učitelja i nastavnika iz osnovnih i srednjih škola u Republici Hrvatskoj. Korišteni su sljedeći instrumenti: Upitnik o situacijama u školi, Skala motivacije za poučavanje i Skala transformacijskog vodstva. Utvrđeno je kako je stil koji podržava autonomiju pozitivno povezan s intrinzičnom motivacijom i identificiranom regulacijom, a negativno s amotivacijom. Dakle, kod nastavnika će u većoj mjeri biti izražen stil koji podržava autonomiju kada je razina intrinzične motivacije i identificirane regulacije veća, a razina amotivacije niža. Strukturirajući stil je pozitivno povezan s intrinzičnom motivacijom i identificiranom regulacijom, a negativno s introjiciranom regulacijom i amotivacijom. Što su intrinzična motivacija i identificirana regulacija na višoj razini, a introjicirana regulacija i amotivacija na nižoj, to će u većoj mjeri nastavnici procjenjivati svoj stil kao strukturirajući. Oba stila se mogu predvidjeti na temelju modela koji uključuje vrste motivacija za poučavanje i percepciju transformacijskog vodstva ravnatelja. Samostalni doprinos u predviđanju imaju pojedine vrste motivacija, no kod oba stila se percepcija transformacijskog vodstva ravnatelja nije pokazala kao značajni samostalni prediktor.

Abstract (english)

The study examines different motivating teaching styles which, according to the new circular model of motivational styles, take students' needs into account and are used as a tool to enhance their motivation. This model recognizes two of those styles also known as autonomy support and strucutre. The aim of this study was to determine under which conditions teachers choose above mentioned styles. Consequently, the correlation between teachers' motivational styles and teachers' motivation for teaching was investigated as well as potential to predict teachers' motivational styles based on the motivation for teaching as an individual feature and perception of headmaster's transformational leadership as a contextual feature. 265 elementary and secondary teachers from the Republic of Croatia participated in the online survey. The following instruments were used: Situations-in-School Questionnaire, Motivation for Teaching Scale and The Global Transformational Leadership Scale. The results show that autonomy support style is positively correlated with the intrinsic motivation and
identified regulation while aso being negatively correlated with amotivation. Therefore, teachers will exhibit autonomy support style when the level of intrinsic motivation and identified regulation is higher with the level of amotivation being lower. Just like autonomy support style, structure style is positively correlated with the intrinsic motivation, but is negatively correlated with both introjected regulation and amotivation. The higer intrinsic motivation and identified regulation are as well as the lower introjected regulation and amotivation are, the more will teachers assess their style being the structure one. Both styles can be derived based on the model which incorporates various types of motivation for teaching and perception of headmaster's transformational leadership. Certain types of motivation are proven to be a contributing factor in predicting which style will be adopted, however headmaster's transformational leadership hasn't been shown as a significant independent predictor in neither of the styles.

• Keywords: stil koji podržava autonomiju; strukturirajući stil; motivacija za poučavanje; transformacijsko vodstvo
• Keywords (english): autonomy support; structure; motivation to teach; tranformational leadership
• Language: croatian
• URN:NBN: urn:nbn:hr:131:265684
• Study programme: Title: Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-04-09 19:55:22