Motivation to Teach: A Mixed Method Study

Autor/inn/en	Canli, Suzan; Karadag, Nülifer
Titel	Motivation to Teach: A Mixed Method Study
Quelle	In: Participatory Educational Research, 8 (2021) 3, S.227-251 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Canli, Suzan) ORCID (Karadag, Nülifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Foreign Countries; Teacher Motivation; Teacher Attitudes; Gender Differences; Marital Status; Teacher Administrator Relationship; Peer Relationship; Teacher Student Relationship; Teaching Experience; Teaching Conditions; Family Problems; Parent Teacher Cooperation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Geschlechterkonflikt; Familienstand; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbedingungen; Unterrichtsbedingungen; Familienkrise; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Türkei
Abstract	The present study aimed to investigate the motivation to teach of the teachers and to determine the factors that affect motivation to teach. Convergent parallel mixed design was used in the study. The study sample included 157 teachers who were selected with the convenience sampling method. A data collection instrument that consisted of three sections was used to collect the study data. In the first part of the instrument, questions about personal variables and school stakeholders (administrator, colleague, student and parents) are included. In the second part, "Teaching Motivation Scale" developed by Kauffman, YilmazSoylu and Duke (2011) and adapted into Turkish by Ayik, Atas-Akdemir and Seçer (2015) takes place. In the third part, there are two open-ended questions created by the researcher. Descriptive statistics, independent samples t-test, Mann-Whitney U test, one-way analysis of variance, and content analysis were used to analyze the study data. In the study, it was observed that quantitative and qualitative findings were generally consistent. It was determined that attitudes and behavior of school administrators, students, colleagues, and parents towards the teachers and attitudes and behavior of the students towards the course were the factors that affected the motivation to teach of the teachers. It was determined that the marital status and professional seniority of the teachers did not affect the motivation to teach of the teachers. While quantitative findings demonstrated that gender affected extrinsic motivation to teach, there was no qualitative evidence that gender affected motivation to teach. In the study, various recommendations such as supporting teachers, appreciation of their work, and showing respect were presented in the study to improve the motivation to teach of the teachers. [This study was presented as a verbal presentation at the 6th International Eurasian Educational Research Congress, June 19-22, 2019, Ankara, Turkey.] (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01