MEMAHAMI PENURUNAN MOTIVASI GURU: PUNCA DAN KESANNYA TERHADAP PEMBELAJARAN DAN PEMUDAHCARAAN

UNDERSTANDING TEACHER DEMOTIVATION: ITS CAUSES AND EFFECTS ON LEARNING AND FACILITATION

Abstract

Kajian ini mendalami fenomena penurunan motivasi dalam kalangan guru di era digital, mengintegrasikan perspektif Teori Penentuan Kendiri (SDT) dan Teori Konektivisme untuk menganalisis punca dan kesannya terhadap pembelajaran dan pemudahcaraan (PdPc). Dari perspektif SDT, penurunan motivasi guru sering berpunca daripada ketidakpuasan tiga keperluan psikologi asas iaitu autonomi, kompetensi dan perkaitan. Kegagalan memenuhi keperluan tersebut menyebabkan penurunan motivasi terutamanya motivasi intrinsik. Teori konektivisme ialah teori pembelajaran yang menekankan peranan teknologi digital dalam pembelajaran. Pelbagai faktor dikenal pasti menyebabkan penurunan motivasi guru. Antaranya ialah autonomi terhalang, kompetensi berkurangan, penghakisan perkaitan dan efikasi kendiri menurun serta cabaran untuk sentiasa mengemas kini maklumat terkini dan kemahiran baharu. Faktor-faktor tersebut jika tidak dibendung akan memberi tekanan kronik, tekanan mental dan kehilangan kerja kepada guru. Penurunan motivasi guru memberi kesan terhadap pembelajaran dan pemudahcaraan terutama kemerosotan dalam kualiti pengajaran, membentuk iklim bilik darjah negatif, motivasi dan penglibatan murid terjejas, pencapaian akademik murid rendah, masalah tingkah laku murid bertambah dan kesan jangka panjang kepada sekolah. Justeru itu strategi dan intervensi memerlukan pendekatan holistik untuk menangani isu tersebut. Antaranya meningkatkan autonomi melalui pembuatan keputusan bersama, memperkukuh kompetensi dengan pembangunan profesional bersasar, memupuk perkaitan melalui rangkaian sokongan sekolah, meningkatkan efikasi kendiri dan pengiktirafan, mengurangkan beban kerja dan beban pentadbiran, mengintegrasikan alat digital dengan prinsip ketersambungan, menggalakkan kesejahteraan dan sokongan kesihatan mental. Intervensi yang berfokus kepada pembangunan autonomi digital, kompetensi teknologi dan sokongan rangkaian sosial adalah penting untuk memastikan guru kekal bermotivasi dan pembelajaran dan pemudahcaraan digital dapat dilaksanakan dengan berkesan.  Penurunan motivasi memberi implikasi besar terhadap dasar dan amalan guru. 

This study explores the phenomenon of decreased motivation among teachers in the digital era, integrating the perspectives of Self-Determination Theory (SDT) and Connectivism Theory to analyze its causes and effects on learning and facilitation (L&F). From the perspective of SDT, decreased teacher motivation often stems from dissatisfaction with three basic psychological needs, namely autonomy, competence and relatedness. Failure to meet these needs causes decreased motivation, especially intrinsic motivation. Connectivism theory is a learning theory that emphasizes the role of digital technology in learning. Various factors have been identified as causing decreased teacher motivation. Among them are hindered autonomy, reduced competence, erosion of relatedness and decreased self-efficacy as well as the challenge of constantly updating the latest information and new skills. These factors, if not curbed, will cause chronic stress, mental stress and job loss to teachers. Decreased teacher motivation affects learning and facilitation, especially the decline in teaching quality, creating a negative classroom climate, impaired student motivation and engagement, low student academic achievement, increased student behavioral problems and long-term effects on schools. Therefore, strategies and interventions require a holistic approach to address the issue. These include increasing autonomy through shared decision-making, strengthening competencies with targeted professional development, fostering connectedness through school support networks, increasing self-efficacy and recognition, reducing workload and administrative burden, integrating digital tools with the principles of connectivity, promoting well-being and mental health support. Interventions that focus on developing digital autonomy, technological competencies and supporting social networks are essential to ensure that teachers remain motivated and digital learning and facilitation can be implemented effectively. Decreased motivation has major implications for teacher policy and practice.