An Investigation into the Factors Affecting Teacher Motivation

Yıl 2025, Cilt: 25 Sayı: 4, 2506 - 2530, 15.12.2025

Ahmet Uzundere , Necati Cemaloğlu

https://doi.org/10.17240/aibuefd.2025..-1687230

Öz

The main objective of this study is to determine the factors that affect the motivation levels of primary school teachers and to examine whether motivation shows significant differences in terms of various variables. A survey design, one of the quantitative research methods, was adopted, and data were collected from 794 teachers selected through stratified random sampling. The Teacher Professional Motivation Scale was utilized for data collection. The data were analysed using SPSS 27.0, and the Kolmogorov-Smirnov test was conducted to assess the normality of the data distribution. The construct validity of the scale was evaluated through Confirmatory Factor Analysis (CFA) using AMOS 24.0. The findings indicated that professional development and prestige, in-school factors, and physical conditions were the most influential variables affecting teacher motivation, while out-of-school factors had a moderate impact. Moreover, seniority and age were found to have statistically significant effects on motivation levels, with novice teachers displaying lower levels of motivation. In light of these results, it is recommended to improve school facilities, increase opportunities for professional development, implement mentoring programs for early-career teachers, and utilise the experience of senior educators to enhance overall teacher motivation.

Anahtar Kelimeler

Teacher Motivation , Teacher Performance , Student Achievement , Teacher Quality , Professional Development

Öğretmenlerin Güdülenmesini Etkileyen Faktörlerin İncelenmesi

Öz

Bu araştırmanın temel amacı, ilköğretim öğretmenlerinin güdülenme düzeylerini etkileyen faktörleri belirlemek ve güdülenmenin çeşitli değişkenler açısından anlamlı farklılık gösterip göstermediğini incelemektir. Araştırmada, nicel araştırma yöntemlerinden tarama deseni kullanılmıştır ve random örnekleme yöntemlerinden tabakalı örnekleme tekniği ile belirlenen toplam 794 öğretmen araştırmaya katılmıştır. Araştırmanın verilerini toplarken Öğretmen Mesleki Motivasyon Ölçeğinden yararlanılmıştır. Verilerin analizi SPSS 27.00 programı ile gerçekleştirilmiş; verilerin normal dağılım gösterip göstermediğini belirlemek amacıyla Kolmogorov-Smirnov testi uygulanmıştır. Ölçeğin yapı geçerliliği ise AMOS 24.00 programında yapılan Doğrulayıcı Faktör Analizi ile test edilmiştir. Analiz sonuçlarına göre, öğretmen güdülenmesini en fazla etkileyen unsurların mesleki gelişim ve saygınlık, okul içi faktörler ve fiziki imkânlar olduğu, okul dışı faktörlerin ise güdülenmeye orta düzeyde etki ettiği belirlenmiştir. Kıdem ve yaş değişkenlerinin, öğretmenlerin güdülenme düzeyleri üzerinde anlamlı bir etkisinin bulunduğu belirlenmiştir. Özellikle göreve yeni başlayan öğretmenlerin güdülenme seviyelerinin daha düşük olduğu tespit edilmiştir. Öğretmen güdülenmesini artırmak için fiziki imkânların iyileştirilmesi, mesleki gelişim fırsatlarının artırılması, genç öğretmenlere yönelik mentorluk programları oluşturulması ve kıdemli öğretmenlerin deneyimlerinden faydalanılması önerilmektedir.

Anahtar Kelimeler

Öğretmen Güdülenmesi , Öğretmen Performansı , Öğrenci Başarısı , Öğretmen Niteliği , Mesleki Gelişim

Etik Beyan

Yapılan bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Gazi Üniversitesi Etik Komisyonu, 07.09.2023 tarih ve E-738938 sayılı yazısıyla Araştırma Kod No: 2023-1002 numarası vererek araştırmanın etik açıdan uygunluğunu oy birliği ile onaylamıştır.

Destekleyen Kurum

Milli Eğitim Bakanlığı Bursa İl Milli Eğitim Müdürlüğü

Kaynakça

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