Ikimokyklinio ir priešmokyklinio ugdymo pedagogo profesijos pasirinkimą demotyvuojantys veiksniai

LTIkimokyklinio ir priešmokyklinio ugdymo sistemoje identifikuojamas darbuotojų senėjimas ir jų trūkumas, o į laisvas pareigybes organizuojami konkursai nesulaukia susidomėjimo. Tokia situacija rodo akivaizdžią demotyvuojančių veiksnių raišką, tačiau daugelis šios tematikos tyrimų orientuoti į vidurinio ugdymo įstaigų darbuotojų motyvavimą. Straipsnyje keliamas probleminis klausimas, kokie demotyvuojantys veiksniai lemia nenorą rinktis ikimokyklinio ir priešmokyklinio ugdymo pedagogo profesiją. Teoriškai išanalizuotos ir empiriškai ištirtos trys demotyvuojančių veiksnių grupės: bendra politinė-sociokultūrinė situacija švietimo srityje; darbo ypatumai ikimokyklinio ugdymo įstaigoje; veiksniai, susiję su pačia asmenybe. Anketinėje apklausoje dalyvavo ikimokyklinio ir priešmokyklinio ugdymo pedagogikos studentai bei pagal šią specialybę dirbantys absolventai. Tyrimo rezultatai atskleidė, kad labiausiai demotyvuojanti veiksnių grupė yra darbo ypatumai ikimokyklinio ugdymo įstaigoje, mažiausiai įtakos turi veiksniai, susiję su pačia asmenybe, jos ankstesne patirtimi, tobulėjimo galimybe. Įvardyti šie svarbiausi demotyvuojantys veiksniai: per didelis vaikų skaičius grupėje, sudėtingas darbas, patiriama psichologinė įtampa, nepakankama pagalba pradedantiesiems pedagogams. [Iš leidinio]

ENThe system of early and pre-school education identifies ageing teachers and a shortage of employees, while competitions for vacant positions are not attracting interest. This situation shows the clear expression of demotivating factors, but much of the research on the topic is focused on the motivation of secondary school staff. The article raises a problematic question: what demotivating factors determine the reluctance to choose the profession of teacher in early and pre-school education? Research methods: analysis of research literature; the quantitative study method (questionnaire survey) was applied for empirical research. An empirical study was conducted by a questionnaire survey of early and pre-school education students and graduates (practitioners). Students and graduates in early and pre-school education pedagogy from seven Lithuanian institutions of higher education (Klaipėda University, Šiauliai University, Vilnius College, Kaunas College, Panevėžys College, Marijampolė College, and Klaipėda State College) were invited to participate in the empirical research. A total of 421 students and 111 graduates working as pre-school and pre-school education teachers participated in the survey. Research ethics provide for the generally accepted subjects of this research (sample size, sampling, data collection, aggregation, etc). The data is compiled and processed using the SPSS (Statistical Package for the Social Sciences) software package. Averages and Mann-Whitney criteria are calculated.Theoretically and empirically analysed factors demotivating the choice of the profession of teacher in early and pre-school education can be classified in three groups: the general political-socio-cultural situation in the field of education; features of the work in a pre-school education institution; factors that are related to the personality itself, previous experience, and the possibility for improvement. It is shown that the respondents indicate the insufficient prestige, status and image of the teaching profession in society as the most important demotivating factor in the political-socio-cultural situation in the field of education. Distrust of the education system and the reform of higher education have a less demotivating effect. According to the results of the research, the most demotivating group of factors is the nature of the work in a pre-school educational institution. In this group of factors, respondents indicate the excessive number of children in the group, the difficult work and the psychological stress as the most important factors. The fact that there are more children in groups than is permitted by legislation is indicated by ongoing legal proceedings and the facts in audit reports. Due to the lack of early and pre-school teachers in institutions, they have a heavier workload, and some work has to be done after working hours. The respondents to the study evaluate working conditions, negative feedback about stress at work, disagreements with colleagues, and competition as demotivating factors. It should be noted that the opinions of students and graduates differed significantly in assessing the complex relationship with parents: of all the demotivating factors mentioned, this factor is the least important for graduates.It is likely that such a large gap between attitudes is due to the positive practical experience of working with parents. Factors relating to the personality itself, previous experience, and the possibility of improvement have the least influence. The most important demotivating factors relating to the personality itself, previous experience and the possibility for improvement were the insufficient support for beginning teachers and the lack of interest to become a teacher. Comparing the average opinions of respondents from the groups of students and graduates, it was found that the respondents from the group of graduates gave all the demotivating factors indicated a higher score. These results suggest that they face various difficulties and problems when working in early and pre-school education, and demotivating factors are not just implied or imagined, they are real. [From the publication]

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