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Vad får fritidshemspedagogen att gå till jobbet?: En undersökning av vad som motiverar pedagoger i fritidshemmet
Södertörn University, Teacher Education.
Södertörn University, Teacher Education.
2019 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
What makes the leisure-time center educator go to work? : A study of what motivates educators in leisure-time centers (English)
Abstract [en]

The purpose of this study is to investigate and create an understanding of what the educator in the leisure-time center sees as motivating drivers in the workplace. In recent years there has been a large shortage of educators with formal education in and there are major shortcomings in the conditions of the profession. We therefore want to find out what motivates the educator and what factors influence the motivation. To find out, we conducted a quantitative survey study where we turned to working educators in the leisure-time centers. Based on the survey responses, a qualitative in-depth interview study was conducted on the target group of four teachers in leisure-time centers. The data was analyzed on the basis of the social psychological motivation theory, self-determination theory (SDT), which assumes that each individual’s internal motivation is based on three basic needs; the need for autonomy, the need for competence and the need for cohesion.

The result shows that the social factors in the workplace were of great importance for motivation. The relationship with children and colleagues could be linked to appreciation, confirmation of a job well done and the feeling of being important. We could also see that the degree of education was important for motivation as the educational assignment was perceived as more motivating for the professions with a college degree. In contrary to previous research, it was also found that the educator was not motivated to any great extent by the salary.

Abstract [sv]

Syftet med denna studie är att undersöka och skapa förståelse för vad pedagogen i fritidshemmet ser som motiverande drivkrafter på arbetsplatsen. Detta då det under de senaste åren har rått stor brist på utbildade pedagoger inom fritidshemmet och då det lyfts fram stora brister inom yrkets förutsättningar. Vi vill därför ta reda på vad som motiverar pedagogen samt vilka faktorer som påverkar motivationen. För att ta reda på detta genomförde vi en kvantitativ enkätstudie där vi vände oss till yrkesaktiva pedagoger inom fritidshemmet. Utifrån enkätsvaren genomfördes en kvalitativ fördjupad intervjustudie på målgruppen lärare i fritidshem med fyra informanter. Resultatet analyserades utifrån den socialpsykologiska motivationsteorin Self-determination theory (SDT) som utgår ifrån att människans inre motivation baseras på tre grundbehov; autonomi-, kompetens- och samhörighetsbehovet.

Resultatet visade att de sociala faktorerna på arbetsplatsen var av stor betydelse för motivationen. Relationen till barn och kollegor kunde kopplas till uppskattning, bekräftelse på ett väl genomfört arbete samt känslan av att vara betydelsefull. Vi kunde också se att utbildningsgraden har betydelse för motivationen då det pedagogiska uppdraget uppfattades mer motiverande för yrkesgrupperna med högskoleexamen. I motsättning till den tidigare forskningen visade det sig också att pedagogen inte motiveras i någon hög grad av lönen.

Place, publisher, year, edition, pages
2019. , p. 65
Keywords [en]
motivation, work commitment, leisure-time center, educator, teacher
Keywords [sv]
motivation, arbetsengagemang, fritidshem, pedagog, lärare i fritidshem
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:sh:diva-39920OAI: oai:DiVA.org:sh-39920DiVA, id: diva2:1386017
Subject / course
Recreational education
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2020-01-16 Created: 2020-01-16 Last updated: 2020-01-16Bibliographically approved

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