קולם של מורים מתחילים במערכת החינוכית הערבית-בדואית בנגב: נקודת המבט המוטיבציונית-רגשית

Abstract

This study focuses on the Bedouin Arab teachers who are taking their first steps in the education system. It examines their experiences during the induction period in terms of satisfaction or frustration of psychological needs. Eighty interns and beginning teachers participated in the study; 68 participants completed open questionnaires while 12 responded to semi-structured interviews. The findings indicate that novice teachers are a disadvantaged group. This is since the participants largely reported experiences of need frustration by authority figures and colleagues. The central theme that emerged was their sense of frustration in relation to their need for autonomy. Teachers reported feelings of coercion, deprivation of free choice, exploitation, disparagement and belittlement, in addition to gender-based oppression. The second emerging theme was their sense of frustration in relation to their need for competence, which is caused by authority figures and veteran teachers. This frustration results from teachers experiencing negative feedback, discouraging messages, judgmental attitudes, strenuous relationships with students, and absence of help. The third theme reflects the teachers’ frustration in relation to their need for belongingness. New teachers reported experiencing a conflict between belonging to the school and belonging to their family, and they found themselves torn between different groups in the teachers’ room. This has led to negative emotions and decreased work motivation among the new teachers. The teachers also reported feeling diminished motivation and burnout, and they discussed how they transfer these negative attitudes to their pupils. These findings expose a need for substantial changes in the induction process for teachers in Bedouin schools. Yet, they also underscore the critical role of the intervention programs currently taking place in Bedouin schools and town incubators.