You are here: Home / Vol.12 issue 1 / Paper 21-16

Paper 21-16

DOI: http://doi.org/10.26883/2010.211.3071

МОТИВАЦИЯТА, СВЪРЗАНА С ИЗБОРА НА УЧИТЕЛСКАТА ПРОФЕСИЯ – КАРИЕРНА ОРИЕНТАЦИЯ И УЧИЛИЩНА ОРГАНИЗАЦИОННА КУЛТУРА

Лилия Виткова Бабакова
Академия за музикално, танцово и изобразително изкуство „Проф. Асен Диамандиев“, гр. Пловдив

THE MOTIVATION FOR CHOOSING THE TEACHING PROFESSION – CAREER ORIENTATION AND SCHOOL ORGANIZATIONAL CULTURE

Liliya Vitkova Babakova
Academy of Music, Dance and Fine Arts „Prof. Asen Diamandiev“, Plovdiv

Авторът изказва благодарност към научен проект №КП-06-М35/2/30.09.2020 г. „(Де)мотивационни фактори и характеристики за избора на учителската професия като кариера при ученици, студенти, обучаващи се в педагогически специалности, и начинаещи учители“, финансиран от Фонд научни изследвания, за пълното финансиране на настоящата работа.

Abstract: In recent years, the issue of motivation of young people to choose the teaching profession has become increasingly relevant in our country, given the shortage of teachers in many settlements. There is a lot of research on this motivation in the world, but there is little research related to the influence of school organizational culture on the choice of pedagogical career. The aim of the article is to describe how the career orientation towards the teaching profession is changing and how the school organizational culture influences and copes with this process.

Keywords: school organizational culture, motivation for choosing a teaching profession, approaches

References:

  1. Babakova, L. Motivatsiyata na studentite pri izbora na uchitelskata profesia. Strategii na obrazovatelnata i nauchna politika, 2019, Vol.27, №5, рр.520-539
  2. Richardson, P. W. & Watt, H. M. G. Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 2006, 34(1), 27 – 56
  3. Gratacós Casacubierta G., López-Jurado Puig M. Validación de la versión en español de la escala de los factores que influyen en la elección de los estudios de educación (FIT-choice). Revista de educación, 2016, N372, pр. 87 – 110; ISS N 0034-8082
  4. Staribratov & Babakova. Development and Validation of a Mathspecific version of the Academic Motivation scale (AMS-Mathematics), among First-year University Students in Bulgaria. TE M Journal, 2019, 8(2).
  5. Coldwell M. Career orientations and career cultures: individual and organisational approaches to beginning teachers’ careers, Teachers and Teaching, 2016, 22:5, 610-624, DOI : 10.1080/13540602.2016.1158468
  6. Watt, H. M. G., & Richardson, P. W. Motivational factors influencing teaching as a career choice: Development and validation of the FIT Choice scale. The Journal of Experimental Education, 2007, 75, 167 – 202.
  7. Weiß, S., & Kiel, E. Who chooses primary teaching and why. Issues in Educational Research, 2013, 23(3), 415–433.
  8. Bruinsma, M., & Jansen, E. P. Is the motivation to become a teacher related to pre-service teachers’ intentions to remain in the profession? European Journal of Teacher Education, 2010, 33(2), 185–200.
  9. Jungert, T., Alm, F., & Thornberg, R. Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers. Journal of Education for Teaching, 2014, 40(2), 173–185
  10. Heinz, M. Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 2015, 21(3), 258–297.
  11. Tillmann, T., Weiß, S., Scharfenberg, J., Kiel, E., Keller-Schneider, M., & Hellsten, M. The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts : A Tentative Cross-Cultural Model, 2020, SAGE Open, 10(2), 1–18. https://doi.org/10.1177/2158244020927016
  12. Suryani, A., Watt, H.M.G. Richardson, P.W. Students’ motivations to become teachers: FIT Choice findings from Indonesia. International Journal of Quantitative Research in Education, 2016, 3, 179 – 179.
  13. Seashore, K. R. Leadership and change in school: Personal reflections over the last 30 years. Journal of Educational Change, 2009, 10, 129 – 140.
  14. Zhu, C., Devos, G. & Li, Y. Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. Asia Pacific Educаtion Review, 2011, 12, 319 – 328.
  15. Kruger, M. L., Witziers, B. & Sleegers, P. The impact of school leadership on school level factors: Validation of a causal model. School Effectiveness and School Improvement, 2007, 18, 1 – 20.
  16. Teasley, L., Organizational Culture and Schools: A Call for Leadership and Collaboration, Children & Schools, Vol. 39 (1), 2017, 3–6.
  17. Dee, J. R., Henkin, A. B. & Singleton, C. A. Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 2006, 41, 603 – 627.
  18. Maslowski, R. A review of inventories for diagnosing school culture. Journal of Educational Administration, 2006, 44(1), 6 – 35.
  19. Staribratov, I., Babakova L. Organizatsionna kultura v uchilishte. Strategii na obrazovatelnata i nauchnata politika, 2017, 5, 492 – 504.

(Endnotes)

1. Nieuwoudt, A. M. Confirmatory factor analysis of the organizational climate measure: A South African perspective. Master’s dissertation. 2012, University of Pretoria, South Africa. Интернет-източник, достъпен на: http://repository.up.ac.za/bitstream/handle/2263/24706/dissertation.pdf. Последен достъп: 23.07.2017.

READ FULL PAPER