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Lärares uppfattning om begreppet motivation.: En kvantitativ studie om vad som motiverar lärares lärande och skolutveckling samt skolledningens roll i denna process.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Teachers' perception of the concept of motivation. : A quantitative study of what motivates teachers' learning and school development and the school leadershiprole in this process. (English)
Abstract [en]

Abstract

This paper aims to investigate teachers' perception of the concept of motivation, along with its significance for teachers’ learning and school development, as well as the role of the school leadership in this process. The results can be used as guidance for schools planning for development through involvement of both teachers and school management.

 

The study used a quantitative questionnaire conducted by using complete collection sampling in three schools in a municipality in southern Sweden. The questionnaire consists of statements based on definitions of concepts related to of research on motivation, motivation and teachers’ learning and school development research.

 

The result firstly shows that motivation is very important for teachers' learning, and secondly that the trust, both between school leaders and teachers, as well as between teachers in peer learning, is a motivating factor for school development. The result also shows that the relation between teachers' learning and school development is different depending on which grade the teachers´ are working. This relation depends on transparency in the organization and school development, as well as peer learning with specific methods that work as motivation for teachers' learning. The teachers in this study express the opinion that the role of the school leaders in creating motivation should be characterized by trust, encouragement, support, and high expectations. They also perceive that two important prerequisites for teachers’ learning are that school leaders learn together with their teachers, and that the school leaders set aside time for peer learning.

 

 

Abstract [sv]

Sammanfattning

Denna uppsats syfte är att undersöka lärares uppfattning om begreppet motivation, dess betydelse för lärares lärande och skolutveckling och skoledningens roll i denna process. Undersökningens resultat kan användas som vägledning för skolor som planerar utveckling genom att engagera både lärare och skolledning.

Undersökningen är kvantitativ i form av en enkätundersökning som genomförts som en totalundersökning på tre skolor i en kommun i södra Sverige. Enkäten består av påståenden som bygger på en begreppsdefinition konstruerad utifrån forskning kring motivation, motivation och lärares lärande samt skolutvecklingsforskning.

Undersökningen visar att motivation har stor betydelse för lärares lärande och att förtroende mellan skolledare och lärare samt mellan lärare i det kollegiala lärandet motiverar i ett skolutvecklingssamannahang. Resultatet visar också att det finns ett samband mellan lärares lärande och skolutveckling i förhållande till vilken årskurs läraren arbetar i. Samband handlar om transparens i organisationen och i skolutvecklingsarbetet samt kollegialt lärande där specifika metoder motiverar till lärares lärande. Skolledningens roll, för att skapa motivation, ska präglas av förtroende, vara uppmuntrande och stödjande samt uttrycka höga förväntningar anser lärarna i denna undersökning. De uppfattar även skolledare som medlärare samt att skolledare skapar tid för kollegialt lärande som viktiga förutsättningar för lärares lärande i ett skolutvecklingssammanhang.

 

 

Place, publisher, year, edition, pages
2015. , 62 p.
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-36922OAI: oai:DiVA.org:kau-36922DiVA: diva2:828141
Educational program
Master programme in Educational Leadership and School Development, 60 hp
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Examiners
Available from: 2015-08-03 Created: 2015-06-29 Last updated: 2015-08-03Bibliographically approved

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