MOTIVATION OF TEACHERS FOR EDUCATION AT SECONDARY SCHOOL DOMŽALE

Vseživljenjsko izobraževanje prinaša veliko osebno odgovornost za lastni osebnostni in strokovni razvoj, česar naj bi se najbolj zavedali učitelji v vzgojno-izobraževalnih zavodih. V diplomski nalogi smo poskušali ugotoviti, kakšno je mnenje učiteljev na Srednji šoli Domžale o vseživljenjskem izobraževanju in motivaciji za izobraževanje ter dejavnikih, ki vplivajo na njihovo motivacijo za izobraževanje in ovire, ki jih odvračajo od odločitve za izobraževanje. Diplomska naloga ima teoretični in empirični del. V teoretičnem delu predstavimo strokovne osnove izobraževanja in motivacije, povzete iz tuje in domače strokovne literature, kjer predstavimo pomen izobraževanja odraslih, cilje in ovire. V delu diplomske naloge, namenjenemu motivaciji, povemo, kaj je motivacija, predstavimo njen pomen, motive za zadovoljevanje različnih potreb, motivacijske teorije in motivacijske dejavnike za izobraževanje. V empiričnem delu diplomske naloge prikažemo analizo rezultatov anketnega vprašalnika. Grafično prikažemo dobljene rezultate in poskušamo odgovoriti, kateri so motivacijski dejavniki in ovire, ki v največji meri vplivajo na odločitev za izobraževanje učiteljev na Srednji šoli Domžale. V zaključnem delu diplomske naloge povzamemo ugotovitve in predlagamo nekaj izboljšav.Lifelong learning brings a considerable personal responsibility for one’s personal and professional development. This is something that teachers in educational institutions should be aware of. In this thesis we tried to find out what the teachers of the Secondary School Domžale thought about the importance of lifelong learning, how motivated they were for learning, what factors influenced their motivation for taking part in learning, and what obstacles deterred them from it. The thesis consists of the theoretical and empirical part. In the theoretical part, the basis of learning and motivation taken from foreign and Slovenian specialised literature is presented, and the importance of learning for adults, its goals and obstacles are described. In the part of the thesis about motivation, motivation, its meaning, the motives for fulfilling various needs, motivation theories and motivation factors for learning are explained. In the empirical part of the thesis, the analysis of the survey’s results is presented. The results are shown graphically. Furthermore, the answer to what motivation factors and obstacles influence the decision of the teachers from Secondary School Domžale to take part in learning is given. In the final part of the thesis, the findings are summarised and some improvements are suggested