Evaluation of Teachers' Motivation and Curriculum Autonomy Levels
| Autor: | Gökhan Günay Fatih Mutlu Özbilen, B. Barış Yıldız |
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| Rok vydání: | 2021 |
| Předmět: | |
| Zdroj: | Educational Policy Analysis and Strategic Research. 16:330-353 |
| ISSN: | 1949-4289 1949-4270 |
| DOI: | 10.29329/epasr.2020.345.15 |
| Popis: | The aim of this research is to evaluate teachers’ motivation and curriculum autonomy levels. The research is quantitative and descriptive and designed according to the survey model. The sample of the research consisted of 340 teachers who have been reached by simple random sampling method who have been worked in public primary and secondary schools in Istanbul. Motivation Scale developed by Gagne, Forest, Gilbert, Aube, Morin, and Malorni (2010) and adapted into Turkish by Cevik and Kose (2017) has been used to determine teachers’ motivation levels. Teachers’ curriculum autonomy levels have been determined with The Teacher Autonomy Scale developed by Yolcu (2019). According to the research results, teachers’ motivation and curriculum autonomy levels are high. It has been examined whether the motivation and curriculum autonomy levels of teachers differ significantly according to the variables gender, professional seniority, educational status and the number of projects participated in professional life. It has been found that the levels of motivation differ significantly according to gender and the levels of curriculum autonomy differ according to number of projects participated in professional life. Finally, the research has revealed that there is a medium-level, positive and significant relationship between teachers’ motivation and curriculum autonomy levels. |
| Databáze: | OpenAIRE |
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