ÖĞRETMENLERİN ÖĞRETME MOTİVASYONLARININ KİŞİLİK ÖZELLİKLERİYLE KIYASLANMASI

COMPARISON OF TEACHERS' TEACHING MOTIVATIONS WITH PERSONALITY CHARACTERISTICS

Abstract

Teaching Motivation Scale was used in a study conducted on 160 teachers working in Gemlik district of Bursa. With this scale, different factors that may have an impact on teachers' teaching motivation were analyzed. Teachers' teaching motivations (both intrinsic and extrinsic motivations) do not differ according to their gender. That is, no statistical difference was detected between male and female teachers in terms of teaching motivation. Teachers' intrinsic motivation varies depending on their age. Intrinsic motivation scores of teachers between the ages of 24-36 are higher than other age groups. This finding shows that teachers in this age range have higher intrinsic commitment and motivation to the profession than other age groups. However, their extrinsic motivations do not differ depending on their age. Educational background has no impact on teachers' motivation to teach. That is, teachers' education levels (bachelor's degree, master's degree, etc.) do not make a significant difference on their motivation. Marital status and professional seniority do not play a determining role on teaching motivations. This means that there is no statistically significant difference between the motivation levels of a beginning teacher and a teacher who has been in the profession for many years. In conclusion, this study evaluated how teachers' teaching motivation in Gemlik varies according to various factors. The most striking finding is that the intrinsic motivation of teachers aged 24-36 is higher than other age groups. However, other factors (gender, educational status, marital status and professional seniority) do not have a significant effect on motivation. Considering that the intrinsic motivation of teachers, especially those aged 24-36, is higher than other age groups, educational institutions and relevant ministries can organize special training and motivation programs in order to further increase the motivation of teachers in this age group and ensure the sustainability of this motivation. This can both increase teachers' professional satisfaction and have a positive impact on the quality of education.