Dėstytojo įsitraukimą į darbą lemiantys veiksniai Kauno kolegijos Technologijų fakultete

LTŠiame straipsnyje pateikiami dėstytojo įsitraukimą į darbą lemiantys veiksniai bei galimos statistiškai reikšmingos sąsajos tarp jų. Gauti tyrimo rezultatai leidžia teigti, kad esminiai įsitraukimo į darbą veiksniai yra darbo prasmės suvokimas, organizacijos reikšmingumas, pasitenkinimas darbu, poreikis kurti inovacijas, įvairios motyvavimo praktikos, pavyzdžiui, apmokėjimas už kvalifikacijos kėlimą, padėkos raštai. Tačiau karjeros prasmingumas, kaip vienas iš statistiškai reikšmingų veiksnių, rodo dalinį darbo prasmės suvokimą ir neigiamą regresinę sąsają su kitais įsitraukimą į darbą lemiančiais veiksniais.

ENEngagement in work is a positive, satisfying need for development, an emotional state of work that involves aspects of energy, dedication and absorption (Schaufeli, Bakker, 2004, Balundė, 2015). The energy reflects a high level of energy and activity, the ability to quickly regain strength, effort and perseverance when faced with difficulties. The dedication to work describes the experience of inspiration at work, enthusiasm and prowess of work and it perception as a challenge. Absorption involves a complete immersion and the inability to keep asleep when time passes quickly and loses everything around (Balundė, 2015). The aim of the paper is to reveal the factors of engagement in the work. The subject of the research was chosen individual and organizational factors that determine the work engagement. Research tasks: to perform theoretical justification of the research, presenting individual and organizational factors; to present an analysis of the research results, highlighting the factors that influence the teacher’s work engagement. The research involved 70 lecturers from Technologies Faculty at Kaunas College. The study assessed individual values, employee commitment to the organization, employee engagement, innovation, the meaning of work, job satisfaction, motivation practices, honesty and care of leadership, and the ability to participate in decision making. The methods of the research: review of the scientific literature and written survey. Statistical Package for the Social Sciences (SPSS) software was employed for statistical analysis. The study used descriptive statistics and regression analysis tools. The link between variables was evaluated using the stepwise regression analysis method, it automatically leaves only statistically significant variables (standardized beta factor (ß) value, p<0.05).The results of the research showed that 63 percent of lecturers always or very often dive into work, 49 percent are losing their sense of time when they work, 48 percent are enthusiastic at work, 47 percent feel strong and energetic at work, 46 percent proud of their work, 43 percent think that work inspires and feels happy. The results of the study suggest that the main factors of engagement are the perception of the meaning of the work (ß=0,308, p<0.01), the significance of the organization (ß=0.314, p<0.01), job satisfaction (ß=0.256, p<0,01), the need for innovation (ß=0,157, p<0,05), various motivational practices such as payment for refresher training (ß=0,175, p<0,05), words of thanks (ß=0,165, p<0.05). However, the significance of career as one of the statistically significant factors indicates the partial perception of the meaning of work and the negative regression relation with other factors determining the work engagement (ß=-0,257, p<0.01).