Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 8 Sayı: 3, 227 - 251, 01.08.2021
https://doi.org/10.17275/per.21.63.8.3

Öz

Kaynakça

  • Ada, Ş., Akan, D., Ayık, A., Yıldırım, İ. & Yalçın, S. (2013). Öğretmenlerin motivasyon etkenleri. [Motivation factors of teachers]. Atatürk University Journal of Social Sciences Institute, 17 (3), 151-166.
  • Akbaba, S. (2006). Eğitimde motivasyon. [Motivation in education]. Journal of Kazım Karabekir Education Faculty, 13, 343-361.
  • Akman, Y. (2017). Öğretmenlerin algılarına göre iş motivasyonu ve örgütsel özdeşleşme arasındaki ilişki. [The relationship between work motivation and organisational identification according to perceptions of teachers]. Journal of the Hasan Ali Yücel Faculty of Education, 14-1(27), 71-88.
  • Argon, T. & Cicioğlu, M. (2017). Meslek lisesi öğretmenlerinin eğitime inanma düzeyleri ile öğretme motivasyonları. [ Vocational high school teachers’ levels of belief in education and motivation to teach]. The Journal of Academic Social Science Studies, 57, 1-23. http://dx.doi.org/10.9761/JASSS7108
  • Arslan, M. C. (2012). İlköğretim okul müdürlerinin demokratik tutum ve davranışlarının öğretmen motivasyonu ve öğrenci başarısına etkisi. [The effect of primary school principals of democratic attitudes and behaviors on teacher motivation and student performance]. (Unpublished master's thesis). Gaziantep University, Institute of Social Sciences, Gaziantep.
  • Atkinson, E. S. (2000) An investigation into the relationship between teacher motivation and pupil motivation. Educational Psychology, 20(1), 45-57. https://doi.org/10.1080/014434100110371
  • Ayık, A., Ataş-Akdemir, Ö. & Seçer, İ. (2015). Öğretme motivasyonu ölçeğinin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. [ Adaptation of the motivation to teach scale into Turkish: The validity and reliability study]. Current Research in Education, 1(1), 33-45.
  • Barbieri, G., Rossetti, C. & Sestito, P. (2017). Teacher motivation and student learning. Politica Economica, 33(1), 59-72.
  • Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of Undergraduate Sciences, 3, 147-154.
  • Börü, N. (2018). The factors affecting teacher motivation. International Journal of Instruction, 11(4), 761-776.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni ve Spss uygulamaları. [Data analysis handbook for social sciences: Statistics, research design and Spss applications ]. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. [Scientific research methods ]. Ankara: Pegem Akademi.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks, California: Sage.
  • Czubaj, C. A. (1996). Maintaining teacher motivation. Education, 116(3), 372-378.
  • Davidson, E. (2007). The pivotal role of teacher motivation in Tanzanian education. The Educational Forum, 71(2), 157-166.
  • Dobre, O. (2013). Employee motivation and organizational performance. Review of Applied Socio- Economic Research, 5(1), 53-60.
  • Doğan, S. & Koçak, O. (2014). Okul yöneticilerinin sosyal iletişim becerileri ile öğretmenlerin motivasyon düzeyleri arasındaki ilişki. [Relationship between school administrators’ social communication skills and teachers’ motivation ]. Educational Administration: Theory and Practice, 20(2), 191-216. Doi: 10.14527/kuey.2014.009
  • Doğan, Y. & Koçak, O . (2017). Ortaokullarda görev yapan öğretmenlerin öğretmen motivasyonuna ilişkin algı ve görüşleri. [ Perceptions and views of teachers who work in middle schools regarding teacher motivation]. Anadolu University Journal of Social Sciences, 17 (1), 1-18.
  • Dörnyei, Z. & Ushioda, E. (2011). Teaching and researching motivation. Harlow: Longman.
  • Emiroğlu, O. (2017). Öğretmen motivasyon kaynaklarına ilişkin okul yöneticisi ve öğretmen görüşleri. [School administrators and teachers opinions about the motivational source of teachers]. (Unpublished doctoral dissertation). Near East University, Institute of Educational Sciences, Lefkoşa.
  • Ertürk, R. (2016). Öğretmenlerin iş motivasyonları. [Work motıvatıon of teachers]. Journal of Education, Theory and Practical Research, 2(3), 1-15.
  • Ertürk, R. & Aydın, B. (2017). Öğretmenlerin iş motivasyonunu arttıran ve olumsuz etkileyen durumların incelenmesi. [Investigation of the situations that increase the motivation of the teachers and negatively affect them]. The Journal of Academic Social Science, 58, 582-603.
  • Evans, L. (1998). Teacher morale, job satisfaction and motivation. London: Paul Chapman.
  • Han, J. & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1217819), 1-18. https://doi.org/10.1080/2331186X.2016.1217819
  • Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H. & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11, 123-130.
  • Husny-Arar, K., & Massry-Herzllah, A. (2016). Motivation to teach: the case of Arab teachers in Israel. Educational Studies, 42(1), 19-35. https://doi.org/10.1080/03055698.2015.1127136
  • Iliya, A. & Ifeoma, L. G. (2015). Assessment of teacher motivation approaches in the less developed countries. Journal of Education and Practice, 6(22), 10-17.
  • Katıtaş, S. (2019). Karma yöntem araştırmalarına bütüncül bir bakış. [A holistic overview of the mixed method research]. International Social Sciences Studies Journal, 5(49), 6250-6260. http://dx.doi.org/10.26449/sssj.1858
  • Kauffman, D. F., Yılmaz-Soylu, M. & Duke, B. (2011). Validation of the motivation to teach scale. Hacettepe University Journal of Education, 40, 279-290.
  • McInerney, D. M. & Liem, A. D. (2008). Motivation theory and engaged learning. (pp.11-36.) In P.A. Towndrow, C. Koh and T.H. Soon (Eds.), Motivation and Practice for the Classroom. Rotterdam: Sense Publishers.
  • Nadim, M., Chaudhry, M. S., Kalyar, M. N. & Riaz, T. (2012).Effects of motivational factors on teachers’ job satisfaction: A study on public sector degree colleges of Punjab, Pakistan. The Journal of Commerce, 4(4), 25-32.
  • Ofoegbu, F. I. (2004). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. College Student Journal, 38(1), 81-89.
  • Özdemir, T. Y., Kartal, S. E. & Yirci, R. (2014). Okul müdürlerinin öğretmenleri motive etme yaklaşımları. [School principals’ approaches to motivate teachers]. Turkish Journal of Educational Studies, 1(2), 190-215.
  • Özgan, H. & Aslan, N. (2008). İlköğretim okul müdürlerinin sözlü iletişim biçiminin öğretmenlerin motivasyonuna etkisinin incelenmesi. [ Analysis of the effect of secondary school principles’ verbal communication styles on teachers’ motivation]. Gaziantep University Journal of Social Sciences, 7(1), 190-206.
  • Pallant, J. (2017). Spss kullanma kılavuzu: Spss ile adım adım veri analizi. [ Spss user guide: Step-by-step data analysis with Spss]. (S. Balcı ve B. Ahi Trans.). Ankara: Anı publishing.
  • Retelsdorf, J., Butler, R., Streblow, L. & Schiefele, U. (2010). Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20(1), 30-46. Doi:10.1016/j.learninstruc.2009.01.001
  • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. Doi:10.1006/ceps.1999.1020
  • Şad, S. N. & Şahiner, Y. K. (2016). Temel eğitimden ortaöğretime geçiş (TEOG) sistemine ilişkin öğrenci, öğretmen ve veli görüşleri. [Students’ teachers’ and parents’ views about transition from basic education to secondary education (BESE) system]. Elementary Education Online, 15(1), 53-76. http://dx.doi.org/10.17051/io.2016.78720
  • Sarı, M., Canoğulları, E. & Yıldız, E. (2018a). Öğretmenlerin okul yaşam kalitesi algıları ile mesleki motivasyon düzeylerinin incelenmesi. [An investigation of teachers’ professional motivation levels and quality of school life perceptions]. Mehmet Akif Ersoy University Journal of Education Faculty, 47, 387-409. Doi: 10.21764/maeuefd.364454
  • Sarı, M , Yıldız, E. & Canoğulları, E . (2018b). Öğretmenlerin algıladıkları müdür yönetim tarzı ile mesleki motivasyon düzeylerinin incelenmesi. [An investigation of teachers’ perceived principal management style and professional motivation levels]. International Journal of Social and Educational Sciences, 5 (10), 188-208. Doi: 10.20860/ijoses.467606
  • Sinclair, C. (2008). How can what we know about motivation to teach improve the quality of initial teacher education and its practicum? (pp. 37-61). In P.A. Towndrow, C. Koh and T.H. Soon (Eds.), Motivation and Practice for the Classroom, The Netherlands: Sense Publishers.
  • Tanrıöğen, A. (2018). Örgütlerde etkili insan ilişkileri. [ Effective human relations in organizations]. Ankara: Anı Publishing.
  • Teddlie, C. & Tashakkori, A. (2015). Karma yöntem araştırmalarının temelleri. [Fundamentals of mixed method research.]. (Y. Dede ve S. B. Demir, Trans.Eds.). Ankara: Anı Publishing.
  • Tulunay-Ateş, Ö. & Buluç, B. (2018). İlköğretim öğretmenlerinde motivasyon ve örgütsel bağlılığın demografik değişkenler açısından incelenmesi. [Examining motivation and organizational commitment in primary education teachers in terms of demographic variables]. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 1-30. Doi: 10.21764/maeuefd.420320
  • Yazıcı, H. (2009). Öğretmenlik mesleği, motivasyon kaynakları ve temel tutumlar: Kuramsal bir bakış. [Teaching profession sources of motivation and basic attitudes: A Theoretical overview]. Kastamonu Education Journal, 17(1), 33-46.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Seçkin publishing.
  • Yılmaz, M. (2014). Ortaokul öğretmenlerinin güdülenme ve iş doyumu düzeyleri arasındaki ilişki. [The relationship between motivation and job satisfaction levels of secondary school teachers]. (Unpublished master's thesis). Adnan Menderes University, Institute of Social Sciences, Aydın.
  • Watters, J. J. & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-321. https://doi.org/10.1023/A:1009429131064
  • Webb, R. B. & Ashton, P. T. (1986). Teacher motivation and the conditions of teaching: A call for ecological reform. Journal of Thought, 21(2), 43-60.

Motivation to Teach: A Mixed Method Study

Yıl 2021, Cilt: 8 Sayı: 3, 227 - 251, 01.08.2021
https://doi.org/10.17275/per.21.63.8.3

Öz

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, Yılmaz-Soylu and Duke (2011) and adapted into Turkish by Ayık, Ataş-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.

Kaynakça

  • Ada, Ş., Akan, D., Ayık, A., Yıldırım, İ. & Yalçın, S. (2013). Öğretmenlerin motivasyon etkenleri. [Motivation factors of teachers]. Atatürk University Journal of Social Sciences Institute, 17 (3), 151-166.
  • Akbaba, S. (2006). Eğitimde motivasyon. [Motivation in education]. Journal of Kazım Karabekir Education Faculty, 13, 343-361.
  • Akman, Y. (2017). Öğretmenlerin algılarına göre iş motivasyonu ve örgütsel özdeşleşme arasındaki ilişki. [The relationship between work motivation and organisational identification according to perceptions of teachers]. Journal of the Hasan Ali Yücel Faculty of Education, 14-1(27), 71-88.
  • Argon, T. & Cicioğlu, M. (2017). Meslek lisesi öğretmenlerinin eğitime inanma düzeyleri ile öğretme motivasyonları. [ Vocational high school teachers’ levels of belief in education and motivation to teach]. The Journal of Academic Social Science Studies, 57, 1-23. http://dx.doi.org/10.9761/JASSS7108
  • Arslan, M. C. (2012). İlköğretim okul müdürlerinin demokratik tutum ve davranışlarının öğretmen motivasyonu ve öğrenci başarısına etkisi. [The effect of primary school principals of democratic attitudes and behaviors on teacher motivation and student performance]. (Unpublished master's thesis). Gaziantep University, Institute of Social Sciences, Gaziantep.
  • Atkinson, E. S. (2000) An investigation into the relationship between teacher motivation and pupil motivation. Educational Psychology, 20(1), 45-57. https://doi.org/10.1080/014434100110371
  • Ayık, A., Ataş-Akdemir, Ö. & Seçer, İ. (2015). Öğretme motivasyonu ölçeğinin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. [ Adaptation of the motivation to teach scale into Turkish: The validity and reliability study]. Current Research in Education, 1(1), 33-45.
  • Barbieri, G., Rossetti, C. & Sestito, P. (2017). Teacher motivation and student learning. Politica Economica, 33(1), 59-72.
  • Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of Undergraduate Sciences, 3, 147-154.
  • Börü, N. (2018). The factors affecting teacher motivation. International Journal of Instruction, 11(4), 761-776.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni ve Spss uygulamaları. [Data analysis handbook for social sciences: Statistics, research design and Spss applications ]. Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. [Scientific research methods ]. Ankara: Pegem Akademi.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks, California: Sage.
  • Czubaj, C. A. (1996). Maintaining teacher motivation. Education, 116(3), 372-378.
  • Davidson, E. (2007). The pivotal role of teacher motivation in Tanzanian education. The Educational Forum, 71(2), 157-166.
  • Dobre, O. (2013). Employee motivation and organizational performance. Review of Applied Socio- Economic Research, 5(1), 53-60.
  • Doğan, S. & Koçak, O. (2014). Okul yöneticilerinin sosyal iletişim becerileri ile öğretmenlerin motivasyon düzeyleri arasındaki ilişki. [Relationship between school administrators’ social communication skills and teachers’ motivation ]. Educational Administration: Theory and Practice, 20(2), 191-216. Doi: 10.14527/kuey.2014.009
  • Doğan, Y. & Koçak, O . (2017). Ortaokullarda görev yapan öğretmenlerin öğretmen motivasyonuna ilişkin algı ve görüşleri. [ Perceptions and views of teachers who work in middle schools regarding teacher motivation]. Anadolu University Journal of Social Sciences, 17 (1), 1-18.
  • Dörnyei, Z. & Ushioda, E. (2011). Teaching and researching motivation. Harlow: Longman.
  • Emiroğlu, O. (2017). Öğretmen motivasyon kaynaklarına ilişkin okul yöneticisi ve öğretmen görüşleri. [School administrators and teachers opinions about the motivational source of teachers]. (Unpublished doctoral dissertation). Near East University, Institute of Educational Sciences, Lefkoşa.
  • Ertürk, R. (2016). Öğretmenlerin iş motivasyonları. [Work motıvatıon of teachers]. Journal of Education, Theory and Practical Research, 2(3), 1-15.
  • Ertürk, R. & Aydın, B. (2017). Öğretmenlerin iş motivasyonunu arttıran ve olumsuz etkileyen durumların incelenmesi. [Investigation of the situations that increase the motivation of the teachers and negatively affect them]. The Journal of Academic Social Science, 58, 582-603.
  • Evans, L. (1998). Teacher morale, job satisfaction and motivation. London: Paul Chapman.
  • Han, J. & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1217819), 1-18. https://doi.org/10.1080/2331186X.2016.1217819
  • Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H. & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11, 123-130.
  • Husny-Arar, K., & Massry-Herzllah, A. (2016). Motivation to teach: the case of Arab teachers in Israel. Educational Studies, 42(1), 19-35. https://doi.org/10.1080/03055698.2015.1127136
  • Iliya, A. & Ifeoma, L. G. (2015). Assessment of teacher motivation approaches in the less developed countries. Journal of Education and Practice, 6(22), 10-17.
  • Katıtaş, S. (2019). Karma yöntem araştırmalarına bütüncül bir bakış. [A holistic overview of the mixed method research]. International Social Sciences Studies Journal, 5(49), 6250-6260. http://dx.doi.org/10.26449/sssj.1858
  • Kauffman, D. F., Yılmaz-Soylu, M. & Duke, B. (2011). Validation of the motivation to teach scale. Hacettepe University Journal of Education, 40, 279-290.
  • McInerney, D. M. & Liem, A. D. (2008). Motivation theory and engaged learning. (pp.11-36.) In P.A. Towndrow, C. Koh and T.H. Soon (Eds.), Motivation and Practice for the Classroom. Rotterdam: Sense Publishers.
  • Nadim, M., Chaudhry, M. S., Kalyar, M. N. & Riaz, T. (2012).Effects of motivational factors on teachers’ job satisfaction: A study on public sector degree colleges of Punjab, Pakistan. The Journal of Commerce, 4(4), 25-32.
  • Ofoegbu, F. I. (2004). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. College Student Journal, 38(1), 81-89.
  • Özdemir, T. Y., Kartal, S. E. & Yirci, R. (2014). Okul müdürlerinin öğretmenleri motive etme yaklaşımları. [School principals’ approaches to motivate teachers]. Turkish Journal of Educational Studies, 1(2), 190-215.
  • Özgan, H. & Aslan, N. (2008). İlköğretim okul müdürlerinin sözlü iletişim biçiminin öğretmenlerin motivasyonuna etkisinin incelenmesi. [ Analysis of the effect of secondary school principles’ verbal communication styles on teachers’ motivation]. Gaziantep University Journal of Social Sciences, 7(1), 190-206.
  • Pallant, J. (2017). Spss kullanma kılavuzu: Spss ile adım adım veri analizi. [ Spss user guide: Step-by-step data analysis with Spss]. (S. Balcı ve B. Ahi Trans.). Ankara: Anı publishing.
  • Retelsdorf, J., Butler, R., Streblow, L. & Schiefele, U. (2010). Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20(1), 30-46. Doi:10.1016/j.learninstruc.2009.01.001
  • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. Doi:10.1006/ceps.1999.1020
  • Şad, S. N. & Şahiner, Y. K. (2016). Temel eğitimden ortaöğretime geçiş (TEOG) sistemine ilişkin öğrenci, öğretmen ve veli görüşleri. [Students’ teachers’ and parents’ views about transition from basic education to secondary education (BESE) system]. Elementary Education Online, 15(1), 53-76. http://dx.doi.org/10.17051/io.2016.78720
  • Sarı, M., Canoğulları, E. & Yıldız, E. (2018a). Öğretmenlerin okul yaşam kalitesi algıları ile mesleki motivasyon düzeylerinin incelenmesi. [An investigation of teachers’ professional motivation levels and quality of school life perceptions]. Mehmet Akif Ersoy University Journal of Education Faculty, 47, 387-409. Doi: 10.21764/maeuefd.364454
  • Sarı, M , Yıldız, E. & Canoğulları, E . (2018b). Öğretmenlerin algıladıkları müdür yönetim tarzı ile mesleki motivasyon düzeylerinin incelenmesi. [An investigation of teachers’ perceived principal management style and professional motivation levels]. International Journal of Social and Educational Sciences, 5 (10), 188-208. Doi: 10.20860/ijoses.467606
  • Sinclair, C. (2008). How can what we know about motivation to teach improve the quality of initial teacher education and its practicum? (pp. 37-61). In P.A. Towndrow, C. Koh and T.H. Soon (Eds.), Motivation and Practice for the Classroom, The Netherlands: Sense Publishers.
  • Tanrıöğen, A. (2018). Örgütlerde etkili insan ilişkileri. [ Effective human relations in organizations]. Ankara: Anı Publishing.
  • Teddlie, C. & Tashakkori, A. (2015). Karma yöntem araştırmalarının temelleri. [Fundamentals of mixed method research.]. (Y. Dede ve S. B. Demir, Trans.Eds.). Ankara: Anı Publishing.
  • Tulunay-Ateş, Ö. & Buluç, B. (2018). İlköğretim öğretmenlerinde motivasyon ve örgütsel bağlılığın demografik değişkenler açısından incelenmesi. [Examining motivation and organizational commitment in primary education teachers in terms of demographic variables]. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 1-30. Doi: 10.21764/maeuefd.420320
  • Yazıcı, H. (2009). Öğretmenlik mesleği, motivasyon kaynakları ve temel tutumlar: Kuramsal bir bakış. [Teaching profession sources of motivation and basic attitudes: A Theoretical overview]. Kastamonu Education Journal, 17(1), 33-46.
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Seçkin publishing.
  • Yılmaz, M. (2014). Ortaokul öğretmenlerinin güdülenme ve iş doyumu düzeyleri arasındaki ilişki. [The relationship between motivation and job satisfaction levels of secondary school teachers]. (Unpublished master's thesis). Adnan Menderes University, Institute of Social Sciences, Aydın.
  • Watters, J. J. & Ginns, I. S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-321. https://doi.org/10.1023/A:1009429131064
  • Webb, R. B. & Ashton, P. T. (1986). Teacher motivation and the conditions of teaching: A call for ecological reform. Journal of Thought, 21(2), 43-60.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Suzan Canlı 0000-0003-3619-3345

Nülifer Karadağ 0000-0001-8431-9104

Yayımlanma Tarihi 1 Ağustos 2021
Kabul Tarihi 6 Şubat 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 3

Kaynak Göster

APA Canlı, S., & Karadağ, N. (2021). Motivation to Teach: A Mixed Method Study. Participatory Educational Research, 8(3), 227-251. https://doi.org/10.17275/per.21.63.8.3