edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2021-9-115-141edscience-2461Research ArticleПСИХОЛОГИЧЕСКИЕ ИССЛЕДОВАНИЯ В ОБРАЗОВАНИИPSYCHOLOGICAL RESEARCH IN EDUCATIONАвтономная мотивация учителей и увлеченность работой: роль стиля руководства директора школы и психологического климатаTeachers’ autonomous motivation and work engagement: The role of the principal’s democratic leadership style and psychological climateМокрецоваЛ. А.MokretsovaL. A.

Мокрецова Людмила Алексеевна – доктор педагогических наук, профессор, ректор

Бийск

Lyudmila A. Mokretsova – Dr. Sci. (Education), Professor, Rector

Biysk

rektor@bigpi.biysk.ruhttps://orcid.org/0000-0002-0373-6916СычевО. А.SychevO. A.

Сычев Олег Анатольевич – кандидат психологических наук, доцент, научный сотрудник

Researcher ID B-7944-2016

Бийск

Oleg A. Sychev – Cand. Sci. (Psychology), Associate Professor, Research Fellow

Researcher ID B-7944-2016

Biysk

osn1@mail.ruhttps://orcid.org/0000-0002-3518-4554БеспаловА. М.BespalovA. M.

Беспалов Александр Михайлович – кандидат философских наук, доцент, научный сотрудник

Researcher ID J-5859-2017

Бийск

Aleksandr M. Bespalov – Cand. Sci. (Philosophy), Associate Professor, Research Fellow

Researcher ID J-5859-2017

Biysk

bam56@mail.ruhttps://orcid.org/0000-0001-7848-5114ВласовМ. С.VlasovM. S.

Власов Михаил Сергеевич – кандидат филологических наук, доцент, начальник управления научно-исследовательской деятельности

Researcher ID C-3610-2013

Бийск

Mikhail S. Vlasov – Cand. Sci. (Philology), Associate Professor, Chief of Research Department

Researcher ID C-3610-2013

Biysk

vlasov@bigpi.biysk.ruПрудниковаМ. М.PrudnikovaM. M.

Прудникова Марина Михайловна – социолог

Бийск

Marina M. Prudnikova – Sociologist

Biysk

mimoza.95@mail.ruАлтайский государственный гуманитарно-педагогический университет им. В. М. ШукшинаРоссияShukshin Altai State University for Humanities and PedagogyRussian Federation202112112021239115141Copyright © Мокрецова Л.А., Сычев О.А., Беспалов А.М., Власов М.С., Прудникова М.М., 20212021Мокрецова Л.А., Сычев О.А., Беспалов А.М., Власов М.С., Прудникова М.М.Mokretsova L.A., Sychev O.A., Bespalov A.M., Vlasov M.S., Prudnikova M.M.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/2461Введение

Введение. Зависимость автономной мотивации учителей от стиля руководства директора школы рассматривалась ранее на основе концепции трансформационного лидерства B. Bass, в то время как ее связь со стилями, описанными в концепции K. Levin, исследована недостаточно. Также недостаточно изучены медиаторы связи между стилями руководства и мотивацией учителей. C учетом положений теории самодетерминации к числу таких медиаторов может принадлежать психологический климат коллектива.

Целью исследования стала разработка интегрирующей концепцию стилей лидерства K. Lewin и теорию самодетерминации E. Deci и R. Ryan модели зависимости профессиональной мотивации учителей и их увлеченности работой от стилей лидерства директора школы. Дополнительной задачей стал анализ опосредствующей роли психологического климата коллектива школы.

Методология и методики исследования. Для достижения цели было проведено корреляционное исследование, в котором приняли участие 238 учителей средних школ г. Бийска. Участники отвечали на вопросы батареи психодиагностических методик, включающей опросник профессиональной мотивации, Утрехтскую шкалу увлеченности работой, опросник «Стиль руководства» и методику оценки психологической атмосферы (климата) в коллективе. В ходе обработки данных использовались методы корреляционного и сравнительного анализа, а также линейного структурного моделирования.

Результаты исследования

Результаты исследования. Разработанная структурная модель демонстрирует, что демократический стиль руководства директора школы прямо связан с автономной мотивацией педагогов непосредственно и опосредованно через психологический климат. Либеральный стиль руководства директора обратно связан с увлеченностью работой учителей. С точки зрения теории самодетерминации эти результаты отражают разные возможности удовлетворения базовых психологических потребностей сотрудников в коллективах с разным психологическим климатом и стилем руководства директора.

Научная новизна заключается в разработке модели, характеризующей связь стилей руководства директоров школ по типологии K. Lewin с автономной мотивацией и увлеченностью работой педагогов. Выявленный эффект частичной медиации связи между демократическим стилем руководства и автономной мотивацией учителей через психологический климат коллектива школы уточняет представления о системе социально-психологических факторов профессиональной мотивации.

Практическая значимость определяется возможностью использования результатов для совершенствования психологической подготовки руководителей школ, оптимизации их стиля управления педагогическим коллективом для поддержания продуктивной мотивации педагогов.

Introduction

Introduction. The dependence of autonomous motivation of teachers on the principal’s leadership style was previously considered on the basis of the concept of transformational leadership by B. Bass, whereas its relationship with the styles described in the concept of K. Levin is understudied. The mediators of relations between leadership styles and teachers’ motivation are not sufficiently studied. According to the self-determination theory, such mediators can include psychological climate.

Aim

Aim. The aim of the current research was to develop an integrative concept of leadership styles by K. Lewin and the theory of self-determination by E. Deci and R. Ryan model of dependence of teachers’ professional motivation and work engagement on the principal’s leadership styles. An additional task was to analyse the mediating role of the psychological climate of the school staff.

Methodology and research methods. The correlational research was realised with the sample comprising 238 secondary school teachers in Biysk. The participants answered the Professional Motivation Questionnaire, Utrecht Work Engagement Scale, Style of Leadership Questionnaire and Group Atmosphere Scale. During processing of obtained data the authors used correlation analysis, t-tests for comparison of means and structural equation modelling.

Results

Results. The elaborated structural model demonstrates that the democratic leadership style of the school principal is positively related to the autonomous motivation of teachers directly and indirectly through the psychological climate. The principal’s liberal leadership style is inversely related to teachers’ work engagement. In terms of self-determination theory, these results reflect different opportunities to meet the basic psychological needs of employees in teams with different psychological climate and principal’s leadership style.

Scientific novelty includes elaborated model describing the relationship of principals’ leadership styles according to K. Lewin’s typology with autonomous motivation and work engagement of teachers. The revealed effect of partial mediation of relations between democratic leadership style and autonomous motivation of teachers through psychological climate clarifies the ideas about the system of socio-psychological factors of professional motivation.

Practical significance consists in usage of the results for improvement of psychological training of principals, optimisation of their leadership style for creating better psychological atmosphere and support for teachers’ productive motivation.

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The authors declare that there are no conflicts of interest present.