Study about the relation between teachers' motivation level and intimidation experience level

Productivity has critical importance in field of education, dominates the future of societies. The way to achieve highest productivity in education is based on high motivation of employees. However, some factors that have negative influences on employees' motivation came out as a result of intimidating actions and these factors decreases productivity in education. Findings of this survey are supposed to be able to guide for implementer in direction of solution by putting forward descriptive elements concerning intimidation actions and affect motivation negatively. It is aimed to determine in this study that whether Intimidation Experience Level of the teachers who are on duty in Düzce and their Motivation Level differ statistically in expressive level in accordance with gender, years of Office, marital status, number of students, teachers and directors in school, case of mobbing experience, case of their acquaintances' mobbing experience, mobbing actors and reasons for mobbing. Data collection tool, prepared by intension of gathering input in direction of study's objectives from the teachers participated to survey consists of 3 parts. It is formed by researcher for collecting information about teachers' demographic features. It includes 10 questions. Negative Behavior Questioning Scale ,developed by Einarsen and Raknes (1997) and adapted to Turkish by Cemaloğlu(2007) is used to measure the level of intimidation experience. Scale is composed of 21 items and 2 sub dimensions as intimidation relevant to duty and intimidation relevant to social relations. Motivation Level Definition Scale prepared by Gündüz (2009) is one dimensional and includes 18 questions. In this context, to examine whether the scores that teachers get from Intimidation Experience Level Identification and Motivation Level Evaluation Scales shows differences in respect to gender and marital status Independent Group T Testing is used, Kruskal Wallis-H Testing is put into use to determine whether they differ depending on age, years of Office, number of students, teachers and directors in school, mobbing experience, teachers' acquaintances' mobbing experiences, reasons for mobbing, mobbing actors and Mann Whitney-U Testing is used to explore significant differences happen in which groups, Mann Whitney-U Testing is used to measure that there is difference according to teachers' marital status or not. Pearson Momentler Multiplication Analysis is applied to define if there is relationship between Teachers' Intimidation Experience Level and Motivation Level. Analysis are indicated on tables below in appropriate to objectives of the research. As consequence of survey, it is estimated that teachers' motivation level becomes different according to age, years of Office, case of mobbing experience, mobbing actors and reasons for mobbing but gender, marital status, number of students, teachers and directors in school are not influential factors on motivation; teachers' intimidation experience level shows differences in accordance with the number of students, teachers and directors in school case of mobbing experiences, teachers' acquaintances' mobbing experiences ,mobbing actors and reasons for mobbing but gender, marital status, age and years of office have no influence on intimidation experience level and there is dramatically negative correlation between teachers' motivation level and intimidation experience level. Keywords: motivation, intimidation, mobbing, teacher