Povezanost tipova samoregulacije i dominantnog oblika radne motivacije nastavnika srednjih škola

Abstract

The central focus of self-determination theory is the concept of the need for growth, which is used in interpreting the occurrence and maintenance of autonomous regulation of work behaviour. The aim of the research is to determine the relationship between the type of self-regulation and the dominant type of work motivation in secondary school teachers in the context of self-determination theory. Research participants were 194 teachers of both genders, aged between 24 and 64. The relationships between the type of self-regulation and the dominant type of work motivation were explored using the SRM-2 and EFQ questionnaires. The obtained results indicate that a lower level of self-integration is accompanied by the less autonomous types of work motivation, whereby the highest correlations occur between the ego-investing self-type and various forms of extrinsic motivation, while the integrated self-type correlates mostly with the intrinsic and the identified types of work motivation. It has been shown that different types of extrinsic motivation best discriminate the respondents with the integrated and the ego-investing self-type. It has also been shown that the identified and intrinsic types of work motivation best discriminate the group with an impersonal self and other two groups of respondents. When it comes to socio-demographic variables, the differences in the structure of motivation have been obtained only with respect to gender.