21. Yüzyıl Becerileri Bağlamında Öğretmenlerin Mesleki Gelişimi ile Motivasyonu Arasındaki İlişkinin İncelenmesi

Yıl 2025, Cilt: 4 Sayı: 2, 123 - 146, 29.12.2025

Dilek Türkoğlu , Mustafa Doğru

https://doi.org/10.58650/educatione.1768763

Öz

The purpose of this study is to examine the relationship between teachers' professional development self-efficacy and autonomous motivation in the context of 21st century skills through various variables. A mixed-method study was conducted with 200 teachers working in Antalya province. "Teachers' Professional Development Self-Efficacy Scale" and "Inventory of Autonomous Motivation in Teaching" were used to collect data. As a result of the research, it was concluded that teachers' professional development self-efficacy and autonomous motivation in teaching were at a good level. Moderate level, positive and significant relationships were found between teachers' professional development self-efficacy and autonomous motivation levels in teaching Professional development self-efficacy levels were found to be a significant predictor of autonomous motivation levels in teaching. A semi-structured interview form was used as the qualitative data collection tool of the study.

Anahtar Kelimeler

Professional development , autonomous motivation , self-efficacy , teacher

Examing the relationship between teachers’ professional development and motivation in the context of 21st century skills

Öz

The purpose of this study is to examine the relationship between teachers' professional development self-efficacy and autonomous motivation in the context of 21st century skills through various variables. A mixed-method study was conducted with 200 teachers working in Antalya province. "Teachers' Professional Development Self-Efficacy Scale" and "Inventory of Autonomous Motivation in Teaching" were used to collect data. As a result of the research, it was concluded that teachers' professional development self-efficacy and autonomous motivation in teaching were at a good level. Moderate level, positive and significant relationships were found between teachers' professional development self-efficacy and autonomous motivation levels in teaching Professional development self-efficacy levels were found to be a significant predictor of autonomous motivation levels in teaching. A semi-structured interview form was used as the qualitative data collection tool of the study.

Anahtar Kelimeler

Professional development , self-efficacy , autonomous motivation , teacher.

Kaynakça

• Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., & Bacchini, D. (2022). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education, 38(1), 1-23. https://doi.org/10.1007/s10212-021-00594-6.
• Akay, H. & Boz, N. (2011). Investigating the relationships among pre-service primary school teachers' attitudes towards mathematics, self-efficacy perceptions towards mathematics and teacher self-efficacy beliefs. The Journal of Turkish Educational Sciences, 9(2), 281-312.
• Alam, M. T., & Farid, S. (2011). Factors affecting teachers’ motivation. International Journal of Business and Social Science, 2(1), 298-304.
• Alev, S. (2022). How professional efficacy affects professional motivation and professional engagement in teachers. Croatian Journal of Education, 24(4), 1051-1081.
• Atal, D., & Sancar, R. (2020). Özel okullarda bilişim teknolojileri (BT) öğretmeni olmak. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(2), 657-671. https://doi.org/10.31592/aeusbed.684743.
• Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20. https://doi.org/10.1016/j.tate.2010.08.007.
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3.
• Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10, 1645. https://doi.org/10.3389/fpsyg.2019.01645.
• Bayrakcı, M. (2009). In-Service teacher training in Japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10-22. https://doi.org/10.14221/ ajte.2009v34n1.2.
• Brick, K., Cooper, J. L., Mason, L., Faeflen, S., Monmia, J., & Dubinsky, J. M. (2021). Tiered neuroscience and mental health professional development in Liberia improves teacher self-efficacy, self-responsibility and motivation. Frontiers in Human Neuroscience, 15, 1-21.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2014). Scientific research methods (17th). Pegem Publishing.
• Can, H. (2015). Sources of teaching efficacy beliefs in pre-service science teachers. Elementary Education Online, 14(1), 358–373. https://doi.org/10.17051/io.2015.84390.
• Caprara, C., Barbaranelli, L., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 92, 821–832. https://doi.org/10.1037/0022-0663.95.4.821.
• Ceylan, M., & Özdemir, S. (2016). An investigation of teachers' views and participation in continuing professional development in Turkey and England. Kırıkkale University Journal of Social Sciences, 6(1), 397-417. https://dergipark.org.tr/tr/pub/kusbd/issue/19382/205710.
• Chacon, C.T (2005). Teachers’ perceived efficacy among English as a foregn language teachers in middle school in Venezuala. Teaching and Teacher Education, 21, 257-272.
• Charalambous, C. Y. (2015). Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: A multiple-case study. Journal of Mathematics Teacher Education, 18(5), 427-445.
• Chesnut, S. R. (2017). On the measurement of preservice teacher commitment: Examining the relationship between four operational definitions and self-efficacy beliefs. Teaching and Teacher Education, 68, 170-180. https://doi.org/10.1016/j.tate.2017.09.003.
• Ciğerci, F. M., & Ayık, Z. (2022). A general overview of learning and teaching skills. In H. Aydemir, F. M. Ciğerci, & Y. Karalı (Eds.), Teacher skills in the 21st century (pp. 1-17). Ankara: Nobel Publishing.
• Creswell, J. W. (2014). Research design: Qualitative, Quantitative and Mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
• Çokluk, Ö. S., Şekercioğlu, G., & Büyüköztürk, S. (2012). Multivariate statistics for social sciences: spss and lisrel applications. Pegem Publishing.
• Demir, O. (2023). Investigation of the relationship between teachers' professional autonomy and professional motivation. Education and Science, 48(213), 231-254.
• Demir, K. (2008). Transformational leadership and collective efficacy: The moderating roles of collaborative culture and teachers’ self-efficacy. Eurasian Journal of Educational Research, 33, 93-112.
• Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190. https://doi.org/10.1016/j.tate.2017.10.003.
• Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112. https://doi.org/10.3102/01623737024002081.
• Dilci, T., & Yıldız, H. (2012). Prospective teachers' beliefs regarding their professional competence. Journal of Social Sciences Research, 7(1), 245-265.
• Doğan, M. (2020). Motivation factors of subject teachers working in secondary schools. Mustafa Kemal University Journal of Faculty of Education, 4(5), 27-37.
• Ertürk, R. (2016). Teachers' work motivation. Research Journal of Educational Theory and Practice, 2(3), 1-15.
• Fachmi, M., Mustafa, M., & Ngandoh, A. M. (2021). The role of motivation and professional competence in improving teacher performance. Journal of Digital Learning and Education, 1(01), 39-46.
• Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.). Sage.
• Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. McGraw-Hill.
• Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: Contested concepts, understanding and models. Professional Development in Education, 33, 153-169. https://doi.org/10.1080/13674580701292913.
• George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 Step by Step: A Simple Guide and Reference (14th ed.). New York: Routledge. https://doi.org/10.4324/9781315545899.
• George, L., & Sabapathy, T. (2011). Work motivation of teachers: Relationship with organizational commitment. Canadian Social Science, 7(1), 90-99. http://dx.doi.org/10.3968/j.css.1923669720110701.009.
• Geijsel, F., Sleegers, P. J. C., Stoel, R., & Krüger, M. L. (2009). The effect of teacher psychological, school organizational and leadership factors on teachers' professional learning in Dutch schools. Elementary school journal, 109(4), 406-427.
• Geisinger, K. F. (2016). 21st-century skills: What are they and how do we assess them? Applied Measurement in Education, 29(4), 245–249. https://doi.org/10.1080/08957347.2016.1209207.
• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. https://doi.org/10.1080/135406002100000512.
• Güdücü, A., & Çemrek, F. (2022). Determination of professional development self-efficacy of teachers working in Sandıklı district. Journal Research of Education and Society, 9(2), 280-296.
• Güvenç, H. (2011). Classroom teachers' autonomy support and perceptions of professional self-efficacy. Educational Administration Theory and Practice, 1(1), 99-116.
• Hasibuan, S. (2022). The effect of organizational culture, principal leadership and motivation on teacher performance in Madrasah. Jurnal Manajemen Pendidikan Islam, 6(1), 41-53. https://doi.org/10.33650/al-tanzim.v6i1.3228.
• Haryaka, U., & Sjamsir, H. (2021). Factors influencing teachers’ performance in junior high school. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 2058-2071.
• Henson, R. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37(3), 137–150. https://doi.org/10.1207/ S15326985EP3703_1.
• Kabakçı, I. (2005). Research assistants' perspectives on professional development: The case of education faculties [Unpublished Doctoral Thesis]. University of Anadolu.
• Kahyaoğlu, M., & Yangın, S. (2007). Pre-service elementary teachers' views on their professional self-efficacy. Kastamonu Education Journal, 15(1), 73-84.
• Kalyar, M. N., Ahmad, B., & Kalyar, H. (2018). Does teacher motivation lead to student motivation? The Mediating role of teaching behavior. Theoretical and Applied Research, 3, 91-119.
• Kamisah, O., & Neelavany M. (2010). Setting new learning targets for the 21st century science education in Malaysia. Procedia Social and Behavioral Science, 2, 3737– 33741.
• Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.
• Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ Self-Efficacy, Personality, and Teaching Effectiveness: A Meta-Analysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.00.
• Koka, A., Tilga, H., Hein, V., Kalajas-Tilga, H., & Raudsepp, L. (2021). A Multidimensional approach to perceived teachers’ autonomy support and its relationship with intrinsic motivation of students in physical education. International Journal of Sport Psychology, 52(3), 266-286.
• Korur, F., Rocio, V. V., & Noemi, S. T. (2016). Attitude toward science teaching of Spanish and Turkish inservice elementary teachers: Multi-group confirmatory factor analysis. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 303–320. https://doi.org/10.12973/eurasia.2016.1215a.
• Kozikoğlu, I., & Altunova, N. (2018). The predictive power of pre-service teachers' self-efficacy perceptions regarding 21st century skills on their lifelong learning tendencies. Journal of Higher Education and Science, 8(3), 522-531. https://doi.org/10.5961/jhes.2018.293.
• Kozikoğlu, İ., & Özcanlı, N. (2020). Öğretmenlerin 21. yüzyıl öğreten becerileri ile mesleğe adanmışlıkları arasındaki ilişki. Cumhuriyet International Journal of Education, 9(1), 270-290.
• Köklü, N., Büyüköztürk, Ş., & Bökeoğlu, Ö. Ç. (2006). Statistics for social sciences. Pegem Academy Publishing.
• Kula, S. S. (2022). The predictive relationship between pre-service teachers’ self-efficacy belief, attitudes towards teaching profession and teaching motivation. International Journal of Contemporary Educational Research, 9(4), 705-718. https://doi.org/10.33200/ijcer.1068573.
• Kulshrestha, A. K., & Pandey, K. (2013). Teachers training and Professional competencies. Voice of Research, 1(4), 29-33.
• Main, S. & Hammond, L. (2008). Best practice or most practiced? Pre-service teachers' beliefs about effective behaviour management strategies and reported self-efficacy. Australian Journal of Teacher Education, 33(4), 28-39. https://doi.org/10.14221/ajte.2008v33n4.3.
• Mašková, I., Mägdefrau, J., & Nohavová, A. (2022). Work-related coping behaviour and experience patterns, career choice motivation, and motivational regulation of first-year teacher education students-Evidence from Germany and the Czech Republic. Teaching and Teacher Education, 109, 1-13.
• Meho, L. I. (2005). E-Mail interviewing in qualitative research: A methodological discussion. Journal of The American Society for Information Science and Technology, 57(10), 1284-1295.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded resource book. Sage Publications.
• Ministry of National Education. (2017). General Qualifications for Teaching Profession. General Directorate of Teacher Training and Development. Ankara.
• Moeini, H. (2003). A need analysis study for faculty development programs in METU and structural equation modeling of faculty needs [Unpublished doctoral thesis]. University of Middle Technical East.
• Ng, C. F., & Ng, P. K. (2015). The motivation of English language teachers in a language centre. International Journal of Languages, Literature and Linguistics, 1(2), 87-92.
• Odabasi, H. F., & Kabakci, I., (2007, 14 May). The significance of information and communication technologies in teachers’ professional development. International Teacher Training Policies and Problems? Symposium Proceedings Book (pp. 39-43). Baku: Azerbaycan.
• Oruç Ertürk, N., Gün, B., & Kaynardağ, A. (2014). Determining Turkish teachers' perceptions of professional development. Celal Bayar University Journal of Social Sciences, 12(4), 19-33.
• Palmer, D. (2002). Factors contributing to attitude exchange amongst preservice elementary teachers. Science Education, 86(1), 122-138. https://doi.org/10.1002/sce.10007.
• Papadopoulou, V., & Yirci, R. (2013). Rethinking decentralization in education in terms of administrative problems. Educational Process: International Journal (EDUPIJ), 2(1-2), 7-18.
• Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology: An International Journal of Experimental Educational Psychology, 27(2), 191-218.
• Riggs, I., & Enochs, L. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74, 625– 638.
• Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761-774. https://doi.org/10.1037/0022-0663.99.4.761.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54– 67.
• Saberi, L., & Amiri, F. (2016). A qualitative study of Iranian EFL university teachers’ attitude towards professional development. Journal of Language Teaching and Research, 7(3), 591-598.
• Sarı, T., & Tanrıöğen, A. (2019). Adaptation of autonomous motivation inventory in teaching (ÖZMOTEN) into Turkish: Validity and reliability study. EurasiaJournal of International Studies, 7(20), 272-288. https://doi.org/10.33692/avrasyad.664291.
• Shukla, S. (2014). Teaching competency, professional commitment, and job satisfaction: A study of primary school teachers. Journal of Research and Method in Education, 4(3), 44-64.
• Shulman, L. S., & Shulman, J. H. (2009). How and what teachers learn: A shifting perspective. Journal of Education, 189(1–2), 1–8. https://doi.org/10.1177/0022057409189001–202.
• Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 3(25), 518-524.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson Education.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
• Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796.
• Ünlü, Z., Yüzüak, A., Gödek, Y., & Dökme, İ. (2019). The art of thinking with scientific reasoning skills. Anı Publishing.
• Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-choice scale. The Journal of Experimental Education, 75(3), 167- 202. https://doi.org/10.3200/JEXE.75.3.167-202.
• Win, Z. M. N., & Min, M. C. (2020). The relationship between teachers’ self-efficacy and motivation for teaching. Jour. Myan. Acad. Arts & Sc, 25(1), 1-14.
• Van Driel, J. H., Meirink, J. A., van Veen, K., & Zwart, R. C. (2012). Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 48(2), 129-160.
• Van Droogenbroeck, F., Spruyt, B., & Vanroelen, C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. Teaching and Teacher Education, 43, 99–109. https://doi.org/10.1016/j.tate.2014.07.005.
• Van den Berghe, L., Soenens, B., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2014). Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout. Psychology of Sport and Exercise, 15(4), 407–417.
• Yaman, Ş., İnandı, Y., & Esen, G. (2013). A predictive study: English language teachers' perceptions of general and professional self-efficacy. Education and Science, 38(170), 335-346.
• Yang, H. (2020) The effects of professional development experience on teacher self-efficacy: analysis of an international dataset using Bayesian multilevel models. Professional Development in Education, 46(5), 797-811. https://doi.org/10.1080/19415257.2019.1643393
• Yarım, M. A., & Ada, Ş., (2021). Investigation of the effect of gender on teacher motivation: A meta-analysis study. Science, Education, Art and Technology Journal (SEAT Journal), 5(2), 103-116.
• Yazıcı, Ö., & Gündüz, Y. (2011). A Comparison of inservice Training of teachers in some developed countries and Turkey. Journal of Theoretical Educational Science, 4(2), 1-15.
• Yenen, E. T. (2022). Factors affecting teachers' professional efficacy MANAS Journal of Social Research, 11 (1), 27-45. https://doi.org/10.33206/mjss.767720.
• Yenen, E. T., & Kılınç, H. H. (2021). Validity and reliability study of teachers' professional development self-efficacy scale. Turkish Journal of Social Research, 25(2), 455-468.
• Yıldız Yalçın, A., & Özdemir, T. Y. (2021). The relationship between positive perception level and motivation: A study on teachers. Anadolu Journal of Educational Sciences International, 11(2), 771- 789. https://doi.org/10.18039/ajesi.
• Yin, R. K. (2011). Qualitative research from start to finish. The Guilford Press.