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pednauki 2016.4
| Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №4(52), 2016 ж.
183 being effective at the workplace is the most important reason to remain in profession and this attribution is influenced by both internal and external motivators. For example, you have a desire to work with children and you love your subject thus you can explain your subject very clear and understandable for students and in the end you are satisfied with your job. In this context, altruistic attributions are the most important for becoming and retaining in teaching. One more example, support of administration can be external factor or an internal factor. It is an internal factor when the head teachers and educators are sharing the same ideas, value autonomy and self-efficacy. Principals supply teachers with all required materials and it is an external motivator for the teachers to have a desired work environment and a reason to stay. When teachers make their decision to become a teacher, they are more motivated by intrinsic factors than extrinsic reasons. The responses to the survey and the interviews confirmed it. The external motivators such as salary, benefits and family history did not influence significantly their decisions to enter teaching. The participants ranked as the most important factors their love of their teaching subject; desire to work with children and importance of teaching for society. Other internal factors were identified by teachers in this study such as their effectiveness at work, control over their work and factor of helping society. Moreover, the participants cited these factors as the most important motivators to stay in teaching. All of these options are internal reasons and they are influenced by the attribution of altruism. The study showed that the factor of altruism revealed in the survey and interviews is the most significant internal factor leading to the teacher retention. Under this factor individuals make their decision to be a teacher and stay in teaching practice, work more extra hours, create and implement more chances to study for students, and they are interested in the life. From qualitative analysis of open ended and interview questions similar responses concerning internal reasons of teachers were identified such as: “Working with children, help them to gain better knowledge, to teach children new things, to be loved by them, admiration and respect from students, great professional satisfaction of every single working day, I like my profession despite all challenges, joy of children when they understand difficult material, love to the subject, stability of the job, I have control over my work, I have an ability to manage a group of people”. All of these teachers’ comments support the strength of extrinsic motivators in making a decision to stay in teaching. The factors of teacher morale, self-efficacy, job satisfaction and autonomy are interacting and influence each other. They were indicated in this study as the most substantial motivators in teacher retention. The teacher shortage is a problem of a demand and it can be resolved with the increase of teacher retention. If the status of teachers in society change positively and social environment of great respect for teachers is created, the teacher retention problem will be solved. State financial incentives with different support and reasonable salary; sufficient teacher preparation; support of colleagues and administration; mentoring programs and support the new teachers; possibilities to develop professionally; and other aspects will help in attracting the brightest and the best individuals into teaching and inspire teachers with experience to stay in career. Teacher challenges through the course of preparation, recruitment, induction, professional development, school conditions and culture, the teaching community, career advancements, teachers’ balanced autonomy and responsibility should be addressed. The task to attract and retain effective teachers at school needs providing incentives of additional salary, smaller class sizes, a lower workload among many others (OECD, 2012b). The success of most education systems is in the investing of substantial resources into attracting, developing, supporting and retaining the teacher workforce (Darling-Hammond and Lieberman, 2012; Hargreaves and Fullan, 2012; OECD, 2011, 2012a). Most significant thought about recruitment, retention, and staff development as a whole is the nature of their interconnected relationship. Many aspects of recruitment can help bolster retention, such as sound screening practices. Staff development is often a primary factor that drives positive retention rates. Attractive incentives and staff development packages often are strong pull factors with respect to recruitment. The interconnected nature of recruitment, retention, and staff development are encompassed by the Internet, World Wide Web, and electronic technologies. These tools encompass best practices that can enhance all three of these human resource/personnel categories. With respect to educational leadership in particular, recruiting, retention, and staff development must all incorporate ongoing learning for optimal success. Human resource management must learn to incorporate all |