მასწავლებელთა მოტივაციის, თვითეფექტურობისა და სოციალური იდენტობის ურთიერთმიმართება (ეიზენის „დაგეგმილი მოქმედების თეორიის” პერსპექტივიდან)

The main purpose of the dissertation research was to study relationship between teachers’ motivation, self-efficacy and social identity from the perspective of Ajzen’s (1991) Theory of Planned Behavior. The interaction among the research variables are consistent with Ajzen’s Theory of Planned Behavior. It is arguably one of the most important theory for explaining social behavior and its determinants, although different behavioral contexts affect the relationship between factors, requiring a theoretical model to be adapted to specific situations. The dissertation research focuses on the professional behavior of school teachers and its defining variables. In the model, teachers’ professional development is a planned behavior, social identity corresponds to the subjective norm, while self-efficacy corresponds to perceived behavioral control. The motivation reflects behavioral intentions, while teachers' attitudes towards their professional tasks are directly measured. In order to better understand the relationships between the study variables, on the basis of convenience sampling method, quantitative research was conducted, with the participation of 405 school teachers from five cities in Georgia. The research was conducted in compliance with ethical standards...