Pedagogų asmenybės bruožų įtaka savideterminacijai

LTPedagogų asmenybės įtaka ugdymui yra labai svarbi. Tam, kad būtų galima tiksliau nuspėti ir paaiškinti pedagogų elgseną, darbo rezultatus, pirmiausia būtina atsakyti į klausimą, kaip pedagogo asmenybės bruožai prognozuoja jų motyvaciją, t. y. ar asmenybės bruožai gali turėti įtakos pedagogo motyvacinei orientacijai. Asmenybės bruožai šiame straipsnyje įvardijami Didžiuoju penketu (NEO-FFI, Costa, McCrae, 2012), o motyvacinė orientacija (GMS-28; Guay et al., 2003) yra apibrėžiama remiantis savideterminacijos teorija (angl. Self-Determination theory, SDT). Tyrimo tikslas – ištirti pedagogų asmenybės bruožų įtaką motyvacinei orientacijai (SDT kontekste). Tyrimo metu tikrinama hipotezė – asmenybės bruožai daro įtaką savideterminacijai. Tyrime dalyvavo 241 pedagogas: iš jų 32 (13,3 proc.) vyrai, 206 (85,5 proc.) moterys, 3 (1,2 proc.) nenurodė lyties. Tyrimo rezultatai parodė, kad ne visi Didžiojo penketo bruožai turi įtakos pedagogų savideterminacijai. Taip pat prieita prie išvados, kad asmenybės bruožai didesnę įtaką daro vidinei motyvacijai ir kartu savideterminacijai nei išorinei motyvacijai ir motyvacijos stokai. [Iš leidinio]Reikšminiai žodžiai: Asmenybės bruožai; Didysis penketas; Motyvacinė; Motyvacinė orientacijs; Orientacija; Pedagogas; Saviderteminacija; Savideterminacija; Big Five; Motivational orientation; Motivational orientation, teacher; Personality traits; Self-determination; Teachear.

ENThis study focuses on the relationship between teachers’ personality traits and selfdetermination. The basic personality traits are defined by the Big Five model. Big Five is understood as personality dispositional traits. Self- determination theory (SDT) is a macrotheory of motivation (Deci & Ryan, 2008), which describes not only the internal and external motivation, but also an amotivation. In this article Self-Determination is the meaning of the global motivaition from the hierarchical model of motivation developed by Vallerand R. (1997). The global motivation is described as a general tendency to base one’s actions on intrinsic/extrinsic motives (Vallerand, 2000). The purpose of this study is to analyze the relationship between teachers’ personality traits and global motivational orientation (in SDT context), wich consists of internal, external motivation and amotivation. The hypothesis is that teachers’ personality traits predict self-determination. Participants: the sample consisted of 241 Lithuanian teachers: 32 of them (13.3 %) men, 206 (85.5 %) women, 3 (1.2 %) respondents’ gender were undisclosed. The age of respondents varied from 23 up to 75 age (M = 44.5; SD = 10.5).In the study were used two measuring instruments: personality traits questionnaire (NEO – FFI, Costa, McCrae, 2012) and the global motivation scale (GMS – 28; Guay et al., 2003). In the research was used Lithuanian version of Global motivation scale and it’s psycho-metric characteristics (Urbanavičiūtė, Kairys, Juodkūnė, Liniauskaitė; 2013). The relationship between teachers‘ personality traits and motivational orientations, self-determination were analyzed using multiple linear regression model. The results show that the hypothesis - teachers’ personality traits predict self-determination, confirmed in part. Personality traits explains 21 % of the test variance. Three personality traits (openness, extraversion, neuroticism) have the greatest influence to predict overall index of self-determination (SDI). The extraversion and openness have a positive influence on SDI and neuroticism – negative. Agreeableness and consciousness don‘t influence on the index of selfdetermination. The results show that personality traits can predict more accurately the intrinsic motivation rather than external motivation and amotivation. [...]. [From the publication]

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