| Abstract [eng] |
The aim of this research is to evaluate the relationship between teachers’ career adaptability, professional identity and motivation. One hundred ninety-two teachers have been interviewed. In order to achieve the results The Career Adaptabilities Scale was applied (Savickas & Porfeli, 2012). The Utrecht-Management of Identity Commitments Scale (Crocetti et al., 2008a) was used to indicate professional identity as well as The Global Motivation Scale (Guaya et al., 2003) was implemented to determine motivation. Some sociodemographic questions were given to the teachers simultaneously. It has been discovered that the teachers’ adaptability of confidence depend on their age and seniority. The acquired results prove that the teachers’ state of professional identity increases with age and, as a result, seniority is determined by the factors of professional identity, such as commitment and in-depth exploration. It has also been established that both the teachers’ extrinsic motivation – introjection and amotivation are connected with their age and seniority. The results indicate that there is no significant difference in the teachers’ professional identity in comparison between a workplace and a change of the workplace. While comparing the teachers’ types of motivation according to their workplace, it is obvious that the teachers working in basic schools possess the highest intrinsic motivation – to know whereas the progymnasium teachers are tend to be of the weakest motivation. It has been established that the commitment of the state of professional identity and in-depth exploration are connected with all the abilities of career adaptability. The abilities of career adaptability have significant relations with the types of intrinsic motivation as well as extrinsic motivation – external regulation and extrinsic motivation – identification. Commitment is related to the types of intrinsic motivation and to the extrinsic motivation – identification while in-depth exploration is based on all the types of both intrinsic and extrinsic motivation. The reconsideration of commitment is connected with intrinsic motivation – to know as well as the extrinsic motivation – identification in a positive way whereas it has a negative connection with extrinsic motivation – external regulation and amotivation. The results lead to the conclusion that commitment indicates the abilities of career adaptability, such as concern and control as well as confidence and a general career adaptability while in-depth exploration is associated with concern, curiosity and a general career adaptability. |
