Teachers' motivation to participate in training and to implement innovations

Gorozidis, Georgios S.; Παπαϊωάννου, Αθανάσιος

doi:10.1016/j.tate.2013.12.001

Cited by 217 publications

(182 citation statements)

References 64 publications

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“…On the other hand, as Taleghani et al (2012) expressed, talent development has a positive and signifi cant eff ect on performance and this causes the improvement of employees' performance in organization and the job satisfaction and motivation increase signifi cantly. These fi ndings are in line with the research results of Gorozidis et al (2014). Establishing and maintaining positive and sincere relationships between managers and employees in organization leads the individuals to solve the problems and issues friendly.…”

Section: Resultssupporting

confidence: 87%

The Relationship of Talent Management and Organizational Development with Job Motivation of Employees

Rastgoo¹

2016

Acta Univ. Agric. Silvic. Mendelianae Brun.

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The present research was aimed to the study the relationship between talent management and organizational development and job motivation of the employees in educational, research, student, and cultural deputies of Bushehr University of medical sciences and health services. The method of this research was practical in terms of objectives, descriptive-correlational in terms of data collection method. The statistical population of the research was the entire employees in educational, research, student, and cultural deputies of Bushehr University of medical sciences and health services (consisted of 301 individuals) among whom 170 individuals were chosen as sample size using Morgan table and simple random sampling method. In order to collect data, the three standard questionnaires of Talent management of Oheley (2007), organizational development of Peter Lok and John Crawford (2001), and job motivation of Herzberg (1965) were used. In order to evaluate the reliability of the questionnaires, Cronbach's alpha coeffi cient was used, and the value of this coeffi cient was higher than 0.7 for each of the questionnaires. For evaluation of the validity, the content validity was used, and for this regard, the questionnaires were confi rmed by the related experts. The analysis of the obtained data was performed through SPSS so ware in two parts of descriptive and inferential (KolmogorovSmirnov test, Pearson correlation test and multiple regression). The research fi ndings indicated that there is a positive and signifi cant relationship between talent management and organizational development and job motivation of teachers.

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Section: Resultssupporting

confidence: 87%

The Relationship of Talent Management and Organizational Development with Job Motivation of Employees

Rastgoo¹

2016

Acta Univ. Agric. Silvic. Mendelianae Brun.

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“…Другим речима, понашања која су у по-четку била покренута спољним утицајем могу бити интернализована и интегрисана у личност тако да постају израз сопствене воље и лични избор. Новијим студијама о аутономној моти-вацији се сугерише да наставници који опажају практичност и корисност иновативних пројека-та изражавају већу спремност да у њима актив-но учествују и да преузимају иницијативу при-ликом имплементирања иновација у будућности (Gorozidis & Papaioannou, 2014;Gorozidis & Papaioannou, 2016). То би значило да наставни-ци сматрају да је то за њих лично корисно и ва-жно, те иновирање наставе не доживљавају као притисак, већ као лични избор (тип идентифи-коване мотивације).…”

Section: мотивација из угла теорије самодетерминацијеunclassified

Innovating school practice: Ways of improvement

Đerić¹,

Malinic²,

Sefer³

2017

Inovacije u nastavi

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2 Чланак представља резултат рада на пројекту "Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву ", бр. 179034 (2010-2017), чију реализацију финансира Министарство просвете, науке и техно-лошког развоја Републике Србије.

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“…According to Fullan and Stiegelbauer (1991), 'the local school system represents one major set of situational constraints or opportunities for effective change ' (73). A risk to implementation is that schools maintain a 'culture of caution ' (Le Fevre 2014).…”

Section: Implementation Factors For Differentiated Instructionmentioning

confidence: 99%