Questionnaires for teachers on motivation. A questionnaire identifying the level of motivation among teachers to participate in methodological work in preschools
To study the nature of student motivation, we used Questionnaire for determining school motivation (N.G. Luskanova)
The motive of learning is the student’s focus on certain aspects of educational work. When exploring the motivation for learning, psychologists and teachers must establish the motives and goals of learning, the emotions that the student experiences in the process of learning, and the ability to learn. The motive manifests itself in a situation of choice, therefore it is best to study the motives of learning through students’ preference for some academic subjects over others, the choice of more or less complex, reproductive or problematic educational tasks.
There are two main types of motives for educational activities: cognitive, aimed at the content of the educational subject, and social motives, aimed at another person during the educational process. It is obvious that these two teaching motives are not equivalent. They can be at different levels.
For cognitive motives, the teaching distinguishes the following levels of motives:
Broad cognitive motives – focus on mastering new knowledge, facts, phenomena, patterns;
Educational and cognitive motives - orientation towards mastering methods of acquiring knowledge, techniques for independently acquiring knowledge;
The motives for self-education are a focus on acquiring additional knowledge and self-improvement of the individual.
For social motives, the teachings distinguish the following levels:
Broad social motives - motives of duty and responsibility, understanding of the social significance of teaching;
Narrow social motives (positional) - the desire to take a certain position in relation to others (for example, to earn their approval);
The motives of social cooperation are orientation towards relationships and ways of interacting with other people.
In the development of educational motivation of a modern schoolchild, the formation of learning motivation plays a great role.
Questionnaire for determining school motivation (N.G. Luskanova).
To screen for assessment of the level of school motivation of students in grades 5-6, a short questionnaire can be used, consisting of 10 questions that best reflect the children’s attitude towards school, the educational process, and emotional response to the school situation.
The purpose of the technique. The questionnaire allows you to study the level of school motivation.
Age restrictions. The questionnaire is intended for use with children aged 6-12 years.
Diagnostic procedure. Diagnostics can be carried out both individually and in group form. Questions are presented either in writing or orally. The presence of a teacher or class teacher in the room where the survey is being conducted is highly undesirable.
Necessary materials. To conduct the study, you need the text of the questionnaire, as well as sheets of paper according to the number of students.
Instructions.
“Guys, now you will be asked a questionnaire consisting of 10 questions. There are three answer options for each question. Please select one from the proposed answers to each question."
QUESTIONS IN THE QUESTIONNAIRE
1. Do you like school or not so much?
like
I do not like
2. When you wake up in the morning, are you always happy to go to school or do you often want to stay at home?
I often want to stay at home
it's not always the same
I'm going with joy
3. If the teacher said that tomorrow all students do not have to come to school; those who wish can stay at home, would you go to school or stay at home?
would have stayed at home
would go to school
4. Do you like it when some lessons are cancelled?
I do not like
it's not always the same
like
5. Would you like not to be given homework?
I wouldn't want to
6. Would you like there to be only breaks at school?
I wouldn't want to
7. Do you often tell your parents about school?
I'm not telling
8. Would you like to have a less strict teacher?
I wouldn't want to
I do not know for sure
9. Do you have many friends in your class?
no friends
10. Do you like your classmates?
do not like
like it
Treatment. To be able to differentiate children by level of school motivation, a scoring system was used:
the child’s answer indicating his positive attitude towards school and his preference for learning situations – 3 points;
neutral answer (I don’t know, it varies, etc.) – 1 point;
an answer that allows one to judge a child’s negative attitude towards school, towards a particular school situation – 0 points.
Interpretation.
1. 25 – 30 points (maximum level) – high level of school motivation and educational activity.
Such children are distinguished by the presence of high cognitive motives and the desire to most successfully fulfill all the requirements imposed by the school. They very clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades or comments from the teacher. In drawings on a school theme, they depict a teacher at the blackboard, the lesson process, educational material, etc.
2. 20 – 24 points – good school motivation.
The majority of primary school students who successfully cope with educational activities have similar indicators. In drawings on a school theme, they also depict educational situations, and when answering questions they show less dependence on strict requirements and norms. This level of motivation is the average norm.
3. 15 – 19 points – a positive attitude towards the school, but the school is more attractive due to its extracurricular aspects.
Such children feel quite well at school, but more often they go to school to communicate with friends and teachers. They like to feel like students, to have a beautiful briefcase, pens, and notebooks. Cognitive motives in such children are less developed and the educational process is of little interest to them. In drawings on a school theme, such children, as a rule, depict school, but not educational situations.
4. 10 – 14 points – low school motivation.
Such students are reluctant to attend school and prefer to skip classes. During lessons they often engage in extraneous activities and games. Experience serious difficulties in educational activities. They are in a state of unstable adaptation to school. In drawings on a school theme, such children depict game plots, although they are indirectly related to school and are present at school.
5. Below 10 points – negative attitude towards school, school maladjustment.
Such children experience serious difficulties at school: they cannot cope with educational activities, experience problems communicating with classmates, and in relationships with teachers. They often perceive school as a hostile environment, in which they find it unbearable to stay. They may cry and ask to go home. In other cases, students may show aggressive reactions, refuse to complete certain tasks, or follow norms and rules. Often such schoolchildren have mental health disorders. The drawings of such children, as a rule, do not correspond to the school theme, but reflect the child’s individual preferences.
Psychology of the child. From birth to 11 years. Itest methods. Under. Ed. A.A. Reana. – St. Petersburg: Prime-EUROZNAK, 2004.
We conducted a survey among teachers, in which 15 subject teachers took part.
The survey for teachers consisted of selecting the following provisions:
What do you use to increase positive learning motivation in your students?
Modern visual material;
Information and Communication Technologies (ICT);
Interactive teaching methods (business and role-playing games, brainstorming, etc.);
I use a combination of classical, innovative, interactive teaching methods, together with the existing material and technical equipment of the classroom;
I teach classical lessons;
Your option.
The results of the survey were as follows:
1. Only 60% of teachers use modern visual materials in their work.
2. Slightly less than half of teachers (46.7%) use information and communication technologies in their lessons.
3. Lessons using interactive teaching methods (business and role-playing games, brainstorming, etc.) are taught by 53.3% of teachers.
4. 53.3% of teachers combine classical, innovative, and interactive teaching methods.
5. 46.7% of teachers teach classical lessons.
One of the teachers shared his work experience. In life safety lessons, the teacher uses syncwine - this is a special short recording of the main problem under discussion, taking into account a number of requirements.
Rules for writing syncwine.
There are 5 lines in syncwine:
1) concept (one word)
2) adjectives (two words)
3) verbs (three words)
4) sentence (of four words)
5) noun (one word)
An example of a syncwine on the topic: “Current issues of HIV infection”:
2. Dangerous, deadly
3. Cripples, disfigures, destroys
4. Spreads due to ignorance.
5. Illness.
Another teacher said that to strengthen and develop motivation in the lesson, he uses the following active methods: ICT tools, project method, paracentric technology (in pairs of different types with a mandatory meeting in the center), analysis of problem situations, use of didactic materials with entertaining content.
When working on the problem of “Developing creative abilities and motivation of students in life safety lessons,” many teachers encounter certain difficulties. Some questions in the subject of life safety do not seem interesting enough, sometimes boring, which can lead to poor learning of the material. It is during this period that one should strive to reveal the attractive aspects of the issues being studied. Interest in the subject of life safety increases if there is a close connection with personal experience; Situational tasks and games are given in which the acquired knowledge should be creatively applied. Even the most passive students are included in the games with great desire. Being carried away, the children do not notice that they are learning, experiencing, remembering new things, navigating in unusual situations, replenishing their stock of ideas, concepts, and developing their imagination, especially those who at other times simply would not react to the lesson.
By developing interest in life safety lessons using such methods and techniques, you can be convinced of their effectiveness. There is a positive trend in students’ academic performance and quality of knowledge. In addition, the above methods are health-saving, relieve fatigue, mental stress, and increase students’ performance in the classroom.
Teachers were asked the following task: “Determine the level of your activities to create conditions for motivating students’ work in the classroom. For each of the proposed methods, give the score that best matches your answer: 2 - I use it regularly; 1 - I use it sometimes; 0 - I don’t use it.”
Emotional methods of motivation (I):
1 - encouragement,
2 - censure,
3 - educational and cognitive game,
4 - creation of vivid visual and figurative representations,
5 - creating a situation of success,
6 - stimulating assessment,
7 - free choice of task,
8 - satisfying the need to be a successful student.
Cognitive methods of motivation (II):
1 - reliance on life experience,
2 - cognitive interest,
3 - creating a problematic situation,
4 - encouragement to search for alternative solutions,
5 - performing creative tasks,
6 - “brain attack”,
7 - “debate”.
Volitional methods of motivation (III):
1 - presentation of educational requirements,
2 - informing about mandatory learning outcomes,
3 - formation of a responsible attitude towards learning,
4 - cognitive difficulties,
5 - self-assessment of activity and correction,
6 - reflection of behavior,
7 - forecasting future activities.
Social methods of motivation (IV):
1 - development of the desire to be useful to the Fatherland,
2 - the urge to imitate a strong personality,
3 - creating situations of mutual assistance,
4 - search for contacts and cooperation,
5 - interest in the results of teamwork,
6 - mutual verification,
7 - opposing each other.
Methodology for processing the results of the questionnaire:
2. Assess the degree of proficiency in each method of motivation and stimulation of activity: 85% and above - optimal level, 65-84% - sufficient level, 40-64% - insufficient level.
We calculated the data, resulting in the following:
1. Only 46.7% of teachers regularly use various methods to stimulate learning activities.
2. 26.7% of teachers have an optimal level of proficiency in each method of motivating and stimulating the activities of schoolchildren, 60% of teachers have a sufficient level, 13.3% of teachers have an insufficient level.
Having analyzed the results of the survey of both students and teachers, we tried to formulate recommendations for the formation of positive motivation for learning life safety for trainees - future teachers-organizers of the life safety course.
In order to maintain the necessary passion for the learning process, you need to change the form of communication in the lesson.
Forms of communication can be represented by various types and methods of uniting schoolchildren in the classroom. You need to practice:
With the whole group (defense of an essay, conversation with a teacher, discussion or presentation);
With a small subgroup (3-7 students work on one task, the solution of which is then discussed by the whole group);
In pairs (two students discuss the formulation of the problem, look for a solution, which is then discussed in a microgroup or as a whole group);
Individual (each student solves the problem individually, after which his solution is compared with the solutions of others).
Students view diversity as something pleasant. This is how students described the classes, which were filled with variety: “The classes are interesting and varied, I constantly have to think,” “The teacher’s passion for his subject simply infected me,” “I liked the classes because I had to not just listen, but actively work.” .
During monotonous activities, attention quickly drops, and, conversely, it increases when new information is communicated and new problems are solved. Therefore, the teacher needs to regularly change the learning situation.
In the modern learning process, it is necessary to implement radical reforms to improve the internal motivation of students. Unfortunately, we have to admit that at present the school is focused primarily on maintaining external motivation in the form of control. Thus, the student’s personality, instead of developing, constantly finds itself in situations of suppression. It is quite natural that such a practice has a very detrimental effect on internal motivation and leads to a gradual decrease in interest in learning. Genuine reforms are impossible without full support for any manifestations of the internal aspirations of students, the full implementation of the ideas and principles of humanistic pedagogy.
Among the many tips for teachers on studying and developing motivation, we highlight the following.
Children are curious. Therefore, they pay special attention to new and unknown circumstances. Attention drops when schoolchildren are presented with knowledge they already know. If the educational material contains little or almost no new information, then “motor restlessness” is quickly achieved. Therefore, educators should be aware of the “curiosity effect.”
A similar thing happens when students have nothing to “catch onto” in their past learning experience.
This is how L.S. writes about it. Vygotsky: “The general psychological rule for developing interest will be the following: in order for an object to interest us, it must be connected with something that interests us, with something already familiar, and at the same time it must always contain some forms of activity , otherwise it will remain ineffective. The completely new, like the completely old, is not able to interest us, to arouse interest in any object or phenomenon. Therefore, in order to put this subject or phenomenon in a personal relationship with the student, we must make its study a personal matter for the student, then we can be sure of success. Through children's interest in new children's interest - that is the rule."
It is necessary to use the riddle effect. Students are eager to tackle a variety of challenging problems. Therefore, they enjoy solving riddles, crosswords, etc. If the teacher manages to weave this effect into the outline of the lesson, then he will be able to awaken in students the desire to solve the problems assigned to them.
Contradictions prompt the search for explanations. Students strive to comprehend and organize the world around them. When they encounter contradictions, they try to explain them. The teacher needs to question the logic of the explanation available to students, reveal or demonstrate contradictions in the educational material, then he will awaken in them interest in knowing the truth.
It is natural for all people to strive for constant development of their abilities. Therefore, people tend to be “challenge-seeking.” But by accepting it, they run the risk of not being able to cope with it (the risk of failure). If in life safety classes schoolchildren are faced with problems that pose real obstacles for them, then they have a desire to accept the challenge and take this risk. The “risk effect” should be used carefully, balancing the capabilities of students with their desires. Frequent use reduces this effect to zero.
The motivation techniques discussed above only work when students feel confident. They must be convinced that they have “grown up” to the requirements and expectations that apply to them. The more students are trusted, the more willingly they cooperate with the teacher in the learning process and the less discouraged they are by failure. Therefore, one of the most effective norms of motivation is to strengthen self-confidence. Students should have feedback regarding their academic progress. In this case, it is useful to use “self-comparison”, i.e. assessment of the “unused reserve” - real results and those results that the student could have with the proper attitude to study.
It is quite natural that learning under conditions of increased tension, and even more so, stress, blocks mental activity. Stress causes a desire to avoid contact with an unfamiliar world instead of a desire to explore it.
The effectiveness of learning will increase if, before fatigue sets in, a short break (about three minutes) is taken or the form of presentation of the material is changed. Practice has shown that breaks in classes help students learn and remember the material better.
It remains a constant concern of teachers to create situations to maintain positive attitudes toward learning among students. The creation of such an attitude can be facilitated by such methodological techniques for motivating students as:
Discussion in a group of issues that concern students, including those remotely related to the topic of the lesson. For example, when studying the topic “Poisonous Plants” in a biology lesson, students are happily drawn into a discussion of safety measures for autonomous survival in nature. After attending such a class, as a rule, students remain interested in studying this discipline;
Providing students with the opportunity to speak out and attract attention. If a student is ready to express his opinion on an issue discussed in class, or even argue with the teacher, whether he is right or wrong, he should always be given this opportunity. This will help to positively influence the student’s motivation in the future. Also, a student can serve as an excellent example for his friends - other students in the future will feel more confident if they want to defend their point of view;
The use of mutual control and mutual verification of work helps to develop students' responsibility, objectivity and interest in the subject.
The following advice remains always relevant:
A proven way to motivate is to plan learning goals and objectives by the student himself. Only when the student himself sets individual learning goals does he develop self-confidence, which ensures the success of learning. The resulting “feeling of success” enhances motivation.
In order for a student to be able to justify and set a goal, draw up a plan for achieving it, organize and direct his activities, he must be prepared and developed at the previous stages of education.
Based on the analysis of the experience of teachers in developing positive motivation for learning in schoolchildren, it is necessary to emphasize that pedagogical skill associated with the choice of the most powerful methods and techniques for working with the class, with one’s own attitude to work and pedagogical erudition, always gives the best result. Students begin to “strive for knowledge,” love the subject and understand the meaning of the phrase “lifelong learner.”
1. The ascertaining study revealed that the leading factor in the formation of motivation for learning is the personality of the teacher, the presentation of educational material to him: interesting, updated, vital.
2. An analysis of teachers’ use of various methods and forms of teaching showed that most teachers master innovative and interactive ways of presenting educational material, skillfully combining them with classical ones.
To accustom students to intense cognitive work, to develop their perseverance, willpower, and determination;
Encourage the completion of tasks of increased difficulty;
Learn to clearly define goals, objectives, reporting forms, evaluation criteria;
Form a sense of duty and responsibility;
Learn to make demands, first of all, on yourself.
4. A study of teachers’ experience in developing positive motivation for learning in schoolchildren showed that the choice of effective methods and techniques for working with the class, a professional attitude to work and pedagogical skill give the best results: students are “strung for knowledge”, love the subject and are capable of self-learning and self-development.
Irina Cheredanova
A questionnaire identifying the level of motivation among teachers to participate in methodological work in preschool educational institutions
Questionnaire,
revealing the level of motivation among teachers
For participation in methodological work in preschool educational institutions
The purpose of this questioning – identifying the level formation of basic competencies teachers, allowing for effective implementation pedagogical activity.
Instructions for carrying out:
For teachers compiled a questionnaire, which involves answering questions in three positions: 1) yes; 2) no; 3) I do it partially. The questions are written in continuous text.
Questions questionnaires reflect competence teacher:
1. Personal qualities.
2. Setting goals and objectives pedagogical activity.
3. Motivation educational activities.
4. Information competence.
6. Competencies in organizing educational activities.
Processing the results of teachers’ questionnaires involves identifying the level(high (yes, critical (partially, low (No) formation of basic competencies in all areas, which will provide practical assistance in teacher motivation to the cognitive activity of pupils.
Questionnaire
Full name --- Date of completion ---
1. Do you believe in your abilities as a person involved in pedagogical activity?
1) yes 2) no 3) I partially believe
2. Do you know how to find the positive aspects of each child, build the educational process based on these aspects, and support the positive forces of development?
1) yes 2) no 3) I can partially
3. Are you familiar with the individual and age characteristics of your students?
4. Do you know how "cool" emotionally stressful situation?
1) yes 2) no 3) I can partially
5. Are you able to analyze your pedagogical activity?
1) yes 2) no 3) I can partially
6. Do you know how to set a lesson goal, determine methodological tasks?
1) yes 2) no 3) I can partially
7. Do you speak various methods reflections and apply them correctly?
8. Are you forming a bank of your own? methodological findings and methods?
1) yes 2) no 3) partially forming
9. Do you have knowledge about motivation methods preschool children?
1) yes 2) no 3) partially own
10. Do you know about method"cross-cutting game character"?
1) yes 2) no 3) partially
11. Do you have principles? motivation?
1) yes 2) no 3) partially own
12. Do you take into account motivation when compiling lesson notes?
1) yes 2) no 3) partially taken into account
13. Are you familiar with the teaching materials used in your educational institution?
1) yes 2) no 3) partially familiar
14. Do you consciously include new material in the system of knowledge your children have mastered?
1) yes 2) no 3) partially aware
15. Do you comply with the requirements for professional activity? preschool teachers?
1) yes 2) no 3) partially comply
16. Are the parents of the pupils familiar with the problems motivation in teaching activities?
1) yes 2) no 3) partially familiar
Interpretation of results:
High level, average level, short level.
Level competence is an expression of a humanistic position teacher. It reflects the main task teacher- reveal the potential capabilities of students. This competence determines the position teacher regarding student success. We can say that loving a child means believing in his capabilities, creating conditions for the deployment of these forces in educational activities. interest in the inner world of students presupposes not just knowledge of their individual and age characteristics, but also the building of the whole pedagogical activities based on the individual characteristics of children. This competence determines all aspects pedagogical activity. Provides the opportunity to effectively assimilate knowledge and develop skills provided by the program. Provides an individual approach and development of a creative personality.
knowledge of educational standards;
awareness of the purpose and objectives of the lesson;
possession of specific motivation methods;
the ability to create a situation of success for children;
ability to carry out competent pedagogical assessment, mobilizing the child’s activity towards knowledge;
the ability to find positive aspects in each student, build the educational process based on these aspects, and support positive forces of development;
Publications on the topic:
Questionnaire for teachers “Children’s Council Technology” Questionnaire for teachers. Technology "Children's Council". The “Children's Council” technology is a form of work used in world pedagogical practice.
Questionnaire for parents “Level of health and physical development of the child” Dear parents! We invite you to answer a number of questions, the answers to which will help us determine your level of health and physical fitness.
Using the methodological week to improve the professional skills of preschool teachers Municipal budgetary preschool educational institution kindergarten No. 4 “Swallow” Using the methodological week.
Consultation for teachers “How to design a folder on a methodological topic” Consultation for teachers How to design a folder on a methodological topic The system of teachers’ work on a methodological topic: At the beginning of the school year.
System of methodological work on developing the motivation of preschool teachers for professional self-development“A system of methodological work to develop the motivation of preschool teachers for professional self-development” In modern conditions of transition to.
Consultation for teachers of preschool educational institutions “Use of webinars in working with parents (legal representatives) in preschool educational institutions” All parents want the best for their child, but, unfortunately, not all have the necessary psychological and pedagogical skills for this.
Workshop for teachers “Use of games in working with young children during the period of adaptation to the conditions of a preschool educational institution” Methodological development: Workshop for teachers “Use of games in working with young children during the period of adaptation to conditions.
The school director has a number of tools to successfully motivate his employees, however, the characteristics of the motivational sphere of specific employees play an important role.
The director can build a complex and competent system of non-material incentives for staff (teaching excellence competitions, ratings, participation in school management, etc.), but if the staff of his school are motivated primarily by material incentives, then this whole system will be ineffective.
The general task of diagnosing personnel motivation in a modern organization is to identify key factors that influence changes in the quality and productivity of specialists’ work. In other words, during the diagnosis, the manager receives a motivational portrait of his staff as a whole and individual (key) employees.
Thus, understanding the type of employee motivation can be of significant help. Based on the diagnostic results, the director has the opportunity to build a flexible system of motivation for his employees.
The simplest model of such diagnostics is rational. It assumes that employees themselves know the ways that will improve their work efficiency. It seems that this model may be quite adequate for teachers, because its main limitation is the people’s ignorance of their own motives, but teachers are usually smart and reflective people.
But it is worth keeping in mind one more limitation of this model - it can be applicable when there is a certain level of trust of employees in the leader, at least there should not be a conflict situation in the team.
Such diagnostics are usually carried out using a questionnaire, where quite direct questions are asked and direct answers are expected. The questionnaires are also quite easy to interpret.
This questionnaire can be used for secondary school staff.
Questionnaire to assess the motivation of employees of an educational institution
Please mark, on a ten-point scale for each of the factors listed below, how important it is in terms of increasing your productivity (circle one of the numbers, taking into account that 1 is a low importance of the factor, 2 is higher, etc. , 10 – very high)
| 1. Stability of earnings | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 2. The opportunity to receive a higher salary depending on the results of work | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 3. Opportunity for career growth | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 4. Recognition and approval from management | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 5. Recognition and love of students | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 6. Recognition from parents | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 7. Possibility of self-realization, full use of abilities | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 8. Possibility of independence and initiative at work | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 9. High degree of responsibility at work | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 10. Interesting, creative activity | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 11. Good relationships in the team | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 12. Opportunity to receive recognition in the organization, city, country based on the results of work | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 13. Social guarantees | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 14. Complex and difficult work | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 15. Opportunity for development and self-improvement | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 16. Good working conditions | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 17. Reasonableness of management's requirements | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 18. Authority of the leader | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 19. Sharing the values and principles of work adopted at the school | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 20. Other | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
You can change the wording of the questionnaire or add items if necessary. When conducting the questionnaire, it is advisable to verbally explain the filling procedure and say for what purposes the result will be used.
The main result could be, for example, a ranking of indicators that help increase staff motivation, as well as those that influence the demotivation of specialists. For example, by summing up staff assessments and dividing the summation result by the number of diagnosed employees, we can clearly see what is most important for improving staff performance and what is less important. Accordingly, the result can be presented in the form of a diagram that allows you to visually compare the importance of factors from the proposed list for motivating staff.
This easy-to-use method can produce interesting and unexpected results for the manager. Analysis of questionnaires will allow us to judge both the motivation of a particular employee and the general situation in the organization. This survey can also be completed anonymously. In this case, greater reliability of the results can be guaranteed, but the results can only be used in general terms (for example, the result may be of the type “75% of employees are interested in recognition and encouragement”).
| Motives of activity. | points |
| 1. Cash earnings | |
1. Study of teachers’ motivation.
| Motives of activity. | points |
| 1. Cash earnings | |
| 2. Desire for advancement at work | |
| 3. The desire to avoid criticism from a manager or colleagues | |
| 4. The desire to avoid possible punishments or troubles | |
| 5. The need to achieve social prestige and respect from others | |
| 6. Satisfaction with the process itself and the result of the work | |
| 7. The possibility of the most complete self-realization in this particular activity |
2.
Obstacles:
1. Own inertia.
6. State of health.
7. Lack of time.
Stimulating factors:
2. Training courses.
3. Example and influence of colleagues.
5. Organization of work at school.
7. Trust.
9. Self-education classes.
10. Interest in work.
2. Questionnaire “Factors promoting / hindering the training, development, self-development of teachers at school.”
Obstacles:
1. Own inertia.
2. Disappointment as a result of previous failures.
3. Lack of support and assistance in this matter from managers.
4. Hostility of others (envy, jealousy), changes in you and the desire for something new are poorly perceived.
5. Inadequate feedback from team members and managers, i.e. lack of objective information about yourself.
6. State of health.
7. Lack of time.
8. Limited resources, tight life circumstances
Stimulating factors:
1. School methodological work.
2. Training courses.
3. Example and influence of colleagues.
4. Example and influence of leaders.
5. Organization of work at school.
6. Attention to this problem of managers.
7. Trust.
8. Novelty of the activity, working conditions and the possibility of experimentation.
9. Self-education classes.
10. Interest in work.
11. Increasing responsibility.
12. Opportunity to gain recognition in the team
View document contents
MASLOVSKAYA GENERAL EDUCATION SCHOOL I-III STAGES
Psychological and pedagogical seminar:
“Formation of motivation of teachers - ensuring their activity in increasing the effectiveness of training and education”
Prepared
Deputy Director for Education and Resource Management of Maslovskaya Secondary School
Dzhankoy district
Republic of Crimea
Vasilyeva A.F.
2014
« A teacher lives as long as he studies; as soon as he stops studying, the teacher in him dies.” K.D. Ushinsky
Intrinsic and extrinsic motivation
“A teacher learns throughout his life” is a well-known truth. But after just a few years of work, teachers are divided into those who calmly move along the well-worn path, using old techniques, plans, phrases, jokes and, with sin in half, prepare students to the level when tutors begin to work with them, and those who, despite cyclicality, repetition and apparent monotony of educational activities, constantly looking for and introducing something new. This is in fact an important indicator of true professionalism.
- Daily work with information. When preparing for a lesson, speech, parent-teacher meeting, class hour, school-wide event, Olympiad, etc., a teacher needs to search for and analyze new information.
- Desire for creativity. A teacher is a creative profession. A creative person will not be able to work according to the same yellowed lesson plan or script from year to year, or read the same reports. New things should appear, work should arouse interest and bring pleasure.
- The rapid growth of modern science, especially psychology and pedagogy. In the age of automobiles, it is no good to use a cart. Changes taking place in the life of society primarily affect students and shape their worldview. If you do not assimilate new information, you may develop an image of the teacher as an out-of-date person.
- Competition. It is no secret that many parents, when bringing their child to school, ask to be assigned to a class with the “best” teacher, subject teacher or class teacher. A qualified teacher in the conditions of the described competition has more opportunities in selecting students and determining the workload.
- Public opinion. The teacher is not indifferent to whether he is considered “good” or “bad.” Nobody wants to be a bad teacher!
- Financial incentives. The presence of a category, bonus, or bonus depends on the qualifications and skill of the teacher. Without constantly acquiring new knowledge, you cannot achieve more productive work, which, naturally, is paid higher.
A true professional teacher is in constant development and is a researcher throughout his working life. Self-educational and methodological activities have a particularly great influence on the formation of teacher professionalism. This activity involves:
- constant familiarization with modern research by scientists in the field of teaching various disciplines;
- studying the progressive experience of colleagues on the problems of using various forms of organizing lessons and extracurricular activities;
- familiarization with new programs and concepts of training and education;
In modern society, the need for a teacher who is capable of modernizing the content of his activities through critical, creative comprehension and application of scientific achievements and advanced pedagogical experience has increased.
Motivation
- is a set of internal and external driving forces that encourage a person to activity, set the boundaries and forms of activity and give this activity a direction focused on achieving certain goals
Intrinsic motivation is why the effort is put in. It encourages action. There should never be a negative result. There is simply a result that you need to continue to work with and not give up.
dream, self-realization;
creation;
curiosity;
need for someone;
personal growth
Features of a teacher’s internal motivation
In the structure of human activity, motivation has a special place: “strong and “weak” specialists differ not so much in their level of intelligence, but in the level and structure of motivation. It has been experimentally proven that the effectiveness of a teacher’s work depends on the presence of creative needs in the motivation structure.
The main task is not just to win the competition and achieve a certain level of ratings, but to introduce a philosophy of quality and prevent defects. A sense of responsibility and forecasting of results is necessary.
The motives of pedagogical activity are combined into three groups:
Must motives;
Motives for interest and passion in the subject being taught;
The motives for being passionate about communicating with children are “love for children.”
The dominance of the obligation motive is characteristic of teachers prone to authoritarianism, the dominance of the communication motive is characteristic of liberal teachers, and the absence of dominance of one or another motive is characteristic of teachers prone to a democratic leadership style.
Extrinsic motivation- this is the desire to achieve a certain place in society.
confession;
decent life;
prestigious things.
Features of external motivation of a teacher
1. External incentives associated with material rewards(this includes, among other things, incentives such as increasing qualifications, relaxing requirements and control).
A feature of a teacher’s work with such motivation is that he is focused on the external indicators of his work. Practically does not strive for advanced training (with the exception of off-the-job training at school). Their use of innovations is random, episodic, often when it is necessary to give an open lesson.
Such external non-professional motivation leads to a decrease in the effectiveness of professional activities in general, and also harms students in terms of their personal development, although this is not always so obvious.
2. The motive of prestige. In this case, the teacher introduces innovations for the sake of a positive public response to his work.
The development of students’ cognitive activity and the level of knowledge acquisition are not the main goal of the teacher, but the means to achieve the goal is a positive assessment of his work. In such cases, there is a tendency to turn the use of new effective methods into an independent task, subordinated not to learning goals, but to the goal of personal success.
A specific negative feature of this approach is the selection of means that promise quick and effective results, the active search and testing of new teaching and educational methods, often without long-term and persistent refinement.
Optimality of the teacher’s “motivational complex”
Satisfaction with the teaching profession is directly related to the optimality of the “motivational complex”. The balance between external and internal motivation leads to satisfaction of the needs of the teacher as an individual.
Teachers striving for self-actualization prefer creative types of work that open up clear opportunities for self-development. For such a teacher, a lesson is an opportunity to realize oneself as an individual and a professional. Each time, the best option for the method is selected, always taking into account the interests of the children. Thus, the need for self-improvement is the main motive and core quality of an innovative teacher.
The success of innovative activity is determined by the teacher’s ability to take into account and control the characteristics of interpersonal relationships in the team. And the formation of a teacher’s personality is largely determined by the social environment, the team of teachers - the pedagogical community. Therefore, the creation of a so-called innovation climate is of great importance, without which innovative activity makes its way with difficulty.
Internal type of motivation - the activity is significant for the individual in itself.
External positive motivation is associated with satisfying the needs of social prestige, respect from colleagues, material wealth, etc.
External negative motivation is associated with the need for self-defense, characterized by the desire to avoid condemnation from the administration, etc.
Survey results
The most optimal is a motivational complex in which internal motives occupy a leading position with minimal expression of external negative motives.
According to the results of the survey, there are 6 teachers (20%) in our team with the most optimal motivational complex
The worst is the motivational complex, in which external negative motives become the most significant while internal motives have the least value.
There is no one in our team with such a motivational complex, but 17 teachers (57%) combine high external negative motivation with high internal motivation.
Motives of activity.
1. Cash earnings - external positive motivation - at the maximum level no one has, at a fairly high level - 10 teachers (33%)
2. Desire for advancement at work
3. The desire to avoid criticism from a manager or colleaguesexternal negative motivation – at the maximum level for 3, at a high level for 10 (44% in total)
4. The desire to avoid possible punishments or troubles
5. The need to achieve social prestige and respect from others
6 . Satisfaction with the process and the result of the work- intrinsic motivation - at a high level for 13 teachers (43%)
7. The possibility of the most complete self-realization in this particular activity
Results of the questionnaire “Factors facilitating / hindering the training, development, self-development of teachers at school.”
Obstacles:
| № factor a | ||||||
| 5 – obstruct exist | 4 - more likely yes than no | 3 - yes and no | 2 - probably not | 1 - no. | ||
| 1 Own inertia | ||||||
| 2 Disappointment as a result of previous failures. | ||||||
| 3 Lack of support and assistance in this matter from managers. | ||||||
| 4 Hostility of others (envy, jealousy), changes in you and the desire for something new are poorly perceived. | ||||||
| 5 Inadequate feedback from team members and managers, i.e. lack of objective information about yourself. | ||||||
| 6 State of health. | ||||||
| 7 Lack of time. | ||||||
| 8 Limited resources, tight life circumstances | ||||||
Stimulating factors:
| № factor a | Number of teachers who rated factors with given scores | ||||||
| 5 years muli rut | 4 - more likely yes than no | 3 - yes and no | 2 - probably not | 1 - no. | |||
| 1. School methodological work. | |||||||
| 2 Training courses. | |||||||
| 3 Example and influence of colleagues. | |||||||
| 4 . Example and influence of leaders. | |||||||
| 5 Organization of work at school. | |||||||
| 6 Attention to this problem of managers. | |||||||
| 7 Trust. | |||||||
| 8 Novelty of activity, working conditions and the possibility of experimentation | |||||||
| 9 Self-education classes. | |||||||
| 10 Interest in work. | |||||||
| 11 Increasing responsibility | |||||||
| 12 Opportunity to gain recognition in a team | |||||||
When processing the results, three categories of teachers are distinguished according to the following characteristics: “ active self-development», « failed self-development, depending on conditions" And " stopped self-development».
Analyzing the factors that hinder the training and development of teachers, we can present them in the following sequence:
In first place - Limited resources, compressed life circumstances (70%), in second - lack of time (60%), in third - own inertia (53%), then - disappointment as a result of previous failures (47%), then - lack of support from managers and hostility from others (37%), inadequate feedback from team members and managers, i.e. lack of objective information about oneself (27%), health status (20%).
Analyzing the factors that stimulate the self-development of teachers, we can present them in the following sequence: self-education - 100%, the rest - within 90%.
In general, all teachers of the school belong to the category of “active self-development”
In order to stimulate the development of a student and his creative activity, the teacher first of all needs to effectively work on himself, engage in self-development and self-education, i.e. develop qualities that seem desirable and professionally significant to him.
Effective work on yourself requires not only the necessary knowledge and skills, but also high motivation. It must be remembered that being an individual means constantly building oneself, striving for self-development, self-realization, self-actualization.
Practical part - Trainings, surveys
Instructions: “Look at these five figures and choose the figure that you like the most. And now the figure that you like the most from the rest” (the participant must do everything quickly, without thinking).
Square feels most comfortable in a stable environment and prefers clear instructions on what to do. He is conservative and likes things to be orderly and regular. When he is given a task, he works on it until completion, even if it is monotonous, hard work alone.
Rectangle also loves system and uniformity. But he rather establishes it through organization, meetings, committees, etc. Everything must be done correctly, taking into account all the rules and regulations. When he is given a task, he begins to organize it, doing everything to ensure that it is completed as systematically as possible.
Triangle goal oriented. He takes pleasure in planning something and achieving the plan. He is motivated to action by what he will achieve. He often pays attention to big long-term matters, but may forget about the details. When given a task, he sets a goal and develops a plan to achieve it. Goal oriented.
Circle friendly and sociable; no sharp corners. He handles things by talking about them and smoothing things out with everyone. Communication comes first for him, and he does everything to ensure that harmony is maintained. When he is given a task, he discusses it with someone.
Wave unconventional and creative. It is best for her to do mostly something new and varied; she gets bored with routine. When given a task, she comes up with brilliant ideas.
2) Exercise “Three colors of personality.”
Objective: to help participants see themselves as some kind of “unity of dissimilars”, to each find support and at the same time emphasize their individuality.
Each group member receives three small leaves of different colors.
The presenter explains the meaning of each color: blue - “like everyone else” in this group; yellow - “like some of those present”, pink - “like no one else.” Each participant is invited to make a note about himself, about his own properties and traits, on pieces of paper of the appropriate color. At the same time, on the piece of paper “like everyone else” there should be written down a quality that is really inherent in this person and unites him (as it seems to him) with all the other members of the group. On the piece of paper “like some” is a quality, character trait or behavioral feature (lifestyle, etc.) that makes him related to some, but not all, members of the group. The last piece of paper should contain indications of the unique features of this participant, which are either not characteristic of the others at all, or are much more pronounced in him.
After filling out the sheets of paper, the psychologist asks the participants to pick up the one on which the traits “like everyone else” are written down. Common traits for everyone in this group are named (write down the most common ones on the board). In the same way, the trainer asks to discuss the contents of the leaflets “like some” and “like no one else.” Everyone must make sure that in the group there are people who have similar characteristics, on the one hand, and that these properties are not inherent in everyone, on the other. With the “like no one else” sheets, work is organized directly in a circle: each participant voices a quality that he considers unique in this group.
Issues for discussion:
What personality trait was most difficult to find in yourself and why?
What do you think these group forms of work give teachers?
Presenter: “So, we come to the conclusion that we are both similar to each other, and, of course, different in some ways, which allows us to be individual and unique. Likewise, our students have similar qualities that unite them, and qualities that we sometimes don’t even know about, don’t even notice, but they are what distinguish them from each other and from us, adults.”
Questionnaire - training
Methodology for determining a person’s orientation - towards achieving success/avoiding failure (A. A. Rean)
Instructions: You are offered 20 statements. Read them and evaluate how each of them matches your self-image. Mark your choice on the form: “yes” - matches, “no” - does not match. In this case, the choice “yes” also includes the answer “more likely yes than no,” and the choice “no” includes “more likely no than yes.”
Answer questions quickly without thinking too long. The answer that comes to mind first is often the most accurate.
| № | Statement | |
| When I get involved in work, as a rule, I optimistically hope for success. | ||
| I am active in activities | ||
| I tend to take initiative | ||
| If I need to complete a responsible task, I try to find reasons to refuse it whenever possible. | ||
| I often choose extremes: either tasks are too easy or unrealistically difficult. | ||
| When faced with obstacles, in most cases I do not retreat, but look for ways to overcome them | ||
| When successes and failures alternate, I tend to overestimate my successes | ||
| The productivity of my activities mainly depends on my own determination, and not on external control | ||
| When performing fairly difficult tasks under time pressure, my performance deteriorates. | ||
| I tend to be persistent in achieving goals | ||
| I tend to plan my future for a fairly distant future | ||
| If I take risks, it’s more likely to be done wisely rather than recklessly. | ||
| I am not very persistent in achieving goals, especially if there is no external control | ||
| I prefer to set myself moderately difficult or slightly exaggerated but achievable goals than unrealistically high ones | ||
| If I fail at a task, its attractiveness to me usually decreases. | ||
| When successes and failures alternate, I tend to overestimate my failures | ||
| I prefer to plan my future only for the near future | ||
| When working under time pressure, performance improves, even if the task is quite difficult. | ||
| If I fail at doing something, I most often do not give up on my goal | ||
| If I chose a task for myself, then if I fail, its attractiveness for me increases even more |
Key to the questionnaire
Yes selection: 1, 2, 3, 6, 8, 10, 11, 12. 14, 16, 18, 19, 20.
Processing of results and evaluation criteria
For each answer that matches the key, the subject is awarded one point, then the total number of points scored is calculated.
from 1 to 7 points - motivation to avoid failure (fear of it) predominates;
from 14 to 20 - motivation to achieve success prevails (hope for success);
from 8 to 13 - the motivational pole is not clearly expressed (8 or 9 - there is a tendency to avoid failure; 12 or 13 - there is a tendency to achieve success).
Focus on achieving success refers to positive motivation: when getting down to business, a person strives to achieve a goal, creation, and hopes to get positive results. The basis of his activity is the need to achieve high results and, on the basis of this, high self-esteem. Such people are usually confident in themselves, in their abilities, responsible, proactive and active. They are distinguished by determination and perseverance in achieving their goals.
Focus on avoiding failure refers to negative motivation: human activity is associated with the need to avoid failure, punishment, blame, and breakdown. Its activity is determined by the impact of negative expectations. When getting down to business, such a person is afraid of possible failure in advance, so he thinks more about how to avoid it, rather than about ways to achieve success. Such people are usually not confident in their abilities and are characterized by increased anxiety, which, however, can be combined with a very responsible attitude to business. They try to avoid responsible tasks, and when such a need arises, their situational anxiety increases (up to the development of a state of panic).
Conclusion: poems by Marina Tsvetaeva
Don't forbid yourself to create
Let it sometimes turn out crooked -
Your ridiculous motives
No one can repeat it.
Don't pick your flowers
Let them grow in the wild
By silence, song or shout
Among the vast emptiness.
Don't stop yourself from flying
Don't remember that you are not a bird:
You're not the type to break
Much easier than rebelling.
Don't forbid yourself to love,
There is no need to be afraid of your feelings:
Love can't be wrong
And she can redeem everything.
Don't be afraid to live, don't be afraid to sing,
Don't say you can't:
You won't regret anything -
May there be nothing to regret!
Don't be afraid to grow in stone,
Putting your shoulders under the sky.
Let it be sometimes easier without a dream -
Don't stop yourself from dreaming!
Literature
Kirdyankina S.V. Concept “Motivation for professional growth of teachers” // Modern school management. - No. 6. – 2010.
Kukharev N.V. On the way to professional excellence // M., 1990.
Lepeshova E. Motivational tools for a school leader // School director. - No. 4. – 2009.
Markova A.K. Psychology of teacher work. M.: Education, 1993
Semichenko V.A. Problems of motivation of human behavior and activity. - M.: Millennium, 2004. - 521 p.
Class Teacher's Handbook, No. 5, 2013
Potashnik, M. M. Managing the professional growth of a teacher in a modern school // Methodological manual. - M.: Center for Pedagogical Education, 2009, 448 p.
View presentation content
“PS-ped seminar: Teacher motivation”
Formation of teacher motivation – ensuring their activity in increasing the effectiveness of training and education
Psychological and pedagogical seminar
Deputy Director for HR
Maslovskaya school, Dzhankoy district
Republic of Crimea
Vasilyeva A.F.
“A teacher lives as long as he studies; as soon as he stops learning, the teacher in him dies.” K.D.Ushinsky
- Daily work with information;
- Desire for creativity;
- The rapid growth of modern science;
- Competition;
- Public opinion;
- Financial incentives.
Motivation
This is a set of internal and external driving forces that encourage a person to act, set the boundaries and forms of activity and give this activity a direction focused on achieving certain goals
- dream, self-realization;
- creation;
- health;
- curiosity;
- need for someone;
- personal growth
- money;
- career;
- confession;
- status;
- decent life;
- prestigious things.
What makes a person work?
Motivation
Definition
activity goals
person
Note
Inducement
choosing a path
to action
Motivation
driving forces
Actions
person
Internal driving forces
Exercise "Three Colors of Personality"
- blue - “like everyone else” in this group ;
- yellow - “like some of those present” ,
- pink - “like no one else.”
We are both similar to each other and, of course, different in some ways, which allows us to be individual and unique. Likewise, our students have similar qualities that unite them, and qualities that we sometimes don’t even know about, don’t notice, but they are what distinguish them from each other and from us, adults
Determination of personality orientation
Instructions:
You are offered 20 statements.
Read them and evaluate how each of them matches your self-image. Mark your choice on the form: “yes” - matches, “no” - does not match. In this case, the choice “yes” also includes the answer “more likely yes than no,” and the choice “no” includes “more likely no than yes.”
Answer questions quickly without thinking too long. The answer that comes to mind first is often the most accurate.
Key to the questionnaire
Yes selection: 1, 2, 3, 6, 8, 10, 11, 12, 14, 16, 18, 19, 20.
Choice "no": 4, 5. 7.9, 13, 15, 17.
For each answer that matches the key, the subject is awarded one point, then the total number of points scored is calculated.
- from 1 to 7 points - motivation to avoid failure (fear of it) predominates;
- from 14 to 20 - motivation to achieve success prevails (hope for success);
- from 8 to 13 - the motivational pole is not clearly expressed (8 or 9 - there is a tendency to avoid failure; 12 or 13 - there is a tendency to achieve success).
Don't forbid yourself to create Let it sometimes turn out crooked - Your ridiculous motives No one can repeat .
Don't pick your flowers Let them grow in the wild By silence, song or shout Among the vast emptiness.
Don't stop yourself from flying Don't remember that you are not a bird: You're not the type to break Much easier than rebelling
Don't forbid yourself to love, There is no need to be afraid of your feelings: Love can't be wrong And she can redeem everything
Don't be afraid to live, don't be afraid to sing, Don't say you can't: You won't regret anything - May there be nothing to regret!
Don't be afraid to grow in stone, Putting your shoulders under the sky. Let it be sometimes easier without a dream - Don't stop yourself from dreaming!
Marina Tsvetaeva
