Motivational Aspects in Choosing the Profession of University Teacher - Polish Journal of Management Studies

Search
Polish Journal of Management Studies
 ISSN 2081-7452
Go to content

Main menu:

Motivational Aspects in Choosing the Profession of University Teacher

Abstracts > Vol 9

MOTIVATIONAL   ASPECTS   IN CHOOSING   THE PROFESSION OF   UNIVERSITY TEACHER
Mihăescu D., Mihăescu L.

Abstract: Education in Romania, in the context of adaptation to the European integration requirements and the reaction that has to provide facing the new challenges of the knowledge society, its looking for more resources to become efficient, modern and performant. This paper draws the attention over the relevant issues concerning the motivation for choosing the profession of university teacher starting from the question: what mechanisms, what springs are those which are able to direct the academic human resources toward a persistent effort in relation to its purpose: efficient educational process, trained and motivated college.

Key words:
academic human resource, education, motivation, motivational factors

Introduction


The contemporary age requirements lies the need for education among the main factors that can contribute to solving the major problems that the society is facing today, but also to ensure the development and progress in the future.
Aware of the role of central shaft that education plays in the new society, the Romanian school assumes the training mission through education of the mental infrastructure of the Romanian society, in line with the new requirements derived from Romania's status of European Union
s member and also from the operationally in the globalization context and of sustainable generation of a highly competitive national human resources, able to work effectively in today's and future society [1].
Within this general framework of education a very important role has the higher education the only one being able to form highly professional specialists able to integrate the requirements of the labor market and life in general.

To create a powerful learning environment, a very special role has the academic human resources. The extent to which they engage in the educational process has multiple elements of determination; motivation represents the mobilizing resource in solving the mission assumed as a university teacher

more in full version

Summary

The motivation problems complexity retains more and more the attention, proving that it is very important to know the motivational factors that provide job satisfaction. Choice of university teaching profession is based on a series of motivational factors specific to each category of age or experience.
Thus, persons belonging to age groups 20-30 years and 31-40 years, the vacation and the conditions in which the educational activity take place, are important elements in choosing this profession, because they take into consideration the possibility to carry other activities in parallel (other jobs) in order to increase revenue. People with more experience considered that noblesse of the profession and respect of this job are important motivators.
From the questionnaire it appears that for this profession, as university teacher to be more attractive for young graduates should adopt certain changes in the higher education system, starting with the legislation till the professional quality and pedagogical of the teachers; increasing financial motivation, larger facilities for students etc. The reality demonstrates that the legislative instability leads to job insecurity and professional development opportunities.
After processing the data obtained it was observed that a key role in motivating young graduates choosing academic teaching profession have the parents and the relatives, and teachers who are regarded as a role model for many of the respondents . Also, it can be seen that higher education in Romania can progress through educational activities, especially by the research that most of the respondents are willing to develop, but the heavy system often can block them. What seems to be the basic motivating factor of all surveyed teachers and the desire to keep this job is love for students and satisfaction they feel when students are successful in life. This intrinsically motivation shows commitment and dedication of the teacher to the teaching activity.
Until now it has not been found yet and probably will not find a pattern of reasoning that can be applied to all people, all situations, all cultures, the risk of failure is inevitable if you try to apply one of the existing models without taking into account the concrete reality only because it was applied success sometime and somewhere. Each teacher is different, has different experience, different aspirations and of course different motivations.


References


[1]. Legea Educaţiei Naţionale nr.1/2011, art. 2. - (2)
[2]. Maciariello - The Daily Drucker, Elsevier, Butterworth Heinemann, UK, 2005, în Burciu Aurel (coordonator), Introducere în management, Ed. Economică, Bucureşti, 2008
[3]. S.C. Certo, Managementul modern, Editura Teora, Bucureşti, 2002, p. 465.
[4]. P. Drucker, Managing the Non-Proflt Organizalion. Harper- Collins, New York, 1990;
[5]. Paloş Ramona, Sava Simona, Ungureanu Dorel, Educaţia adulţilor, Editura Polirom, Iaşi, 2007;
[6]. Brătianu Constantin, Paradigmele managementului universitar, Ed. Economică, Bucureşti, 2002;
[7]. McInerny V., Machr M. L., Dowson M., Motivation and culture în C.D Spielberger (Ed.) Encyclopedia of Applied Psychology, 2, (pp. 631-639) St. Louis:Elsevie, 2004;
[8]. Panişoară G.; Pânişoară I., Motivarea eficienta, Iaşi, Ed. Polirom, 2005;
[9]. Spong M. W.,Education, Instruction and motivation, Control System Magazine, IEEE, vol. 25, pp. 10-24, 2005;
[10]. International Institute for Educational Planning, Teacher Motivation, Compensation and Working Conditions, UNESCO, Paris, 2006;
[11]. Troman, G., Woods, P, Careers under stress: teacher adaptations at a time of intensive reform, Journal of Educational Change, Vol. 1 pp.253-75, 2000;
[12]. Sinclair C., Dowson M., McInerney D. M.,Motivation to Teach: Psychometric Perspectives Across the First Semester of Teacher Education în Teacher College Record, Vol. 108, No. 6, pp. 1132-1154, Columbia University, 2006;
[13]. Spong, M. W., Education, instruction and motivation, Control System Magazine, IEEE, vol. 25, pp. 10-24, 2005;


ASPEKTY MOTYWACYJNE W WYBORZE ZAWODU NAUCZYCIELA AKADEMICKIEGO


Streszczenie: Edukacja w Rumunii, w kontekście dostosowania do wymogów integracji europejskiej i reakcji, jaką ma zapewnić w obliczu nowych wyzwań społeczeństwa opartego na wiedzy, poszukuje więcej zasobów, aby stać się skuteczną, nowoczesną
i wydajną. Dokument ten zwraca uwagę na istotne kwestie dotyczące motywacji do wyboru zawodu nauczyciela akademickiego, począwszy od pytania: jakie mechanizmy są w stanie kierować akademickie zasoby ludzkie w kierunku trwałego wysiłku w odniesieniu do jego celów: skutecznego procesu edukacyjnego, wyszkolonego i zmotywowanego kolegium.


Słowa kluczowe: akademickie zasoby ludzkie, edukacja, motywacja, czynniki motywacyjne


在选择大学教师职业的动机方面
摘要:在罗马尼亚,在适应的欧洲一体化的要求和反应,要提供所面临的新挑战的知识社会,其寻找更多的资源,以成为高效、现代和性能方面的教育。本文件提请注意对有关问题的选择专业的大学老师从问题开始的动机:什么样的机制,什么泉是那些能够直接往坚持不懈的努力,就其目的而言学术人力资源:有效的教育过程,训练和动机学院。
关键词: 学术人力资源、 教育、 激励、 激励因素。



 
Back to content | Back to main menu