VOCATIONAL HIGH SCHOOL TEACHERS’ LEVELS OF BELIEF IN EDUCATION AND MOTIVATION TO TEACH

In this study teachers’ levels of belief in education and their opinions about motivation to teach were determined, the relation between their opinions were examined and it was determined that teachers’ personal variables whether create or not meaningful differences for their opinions. The sample of...

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Autores principales:	Türkan ARGON, Murtaza CİCİOĞLU
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	belief in education motivation to teach vocational high school teachers Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/d2aecf18d76b4d3d8ed41f4052eb1895
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spelling	oai:doaj.org-article:d2aecf18d76b4d3d8ed41f4052eb18952021-11-24T09:20:46ZVOCATIONAL HIGH SCHOOL TEACHERS’ LEVELS OF BELIEF IN EDUCATION AND MOTIVATION TO TEACH2148-416310.9761/JASSS7108https://doaj.org/article/d2aecf18d76b4d3d8ed41f4052eb18952019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1959637543_1-Prof.%20Dr.%20T%C3%BCrkan%20Argon.pdf&key=28349https://doaj.org/toc/2148-4163In this study teachers’ levels of belief in education and their opinions about motivation to teach were determined, the relation between their opinions were examined and it was determined that teachers’ personal variables whether create or not meaningful differences for their opinions. The sample of the study consists of 185 teachers who work at vocational high schools in Bolu in 2016-2017 education year. Research data were collected via Teachers’ Levels of Believe in Education Scale (TLBES) and Motivation to Teach Scale. Non-parametric analyses were used as research data did not show normal distribution. According to research results teachers’ level of belief in education is at “don’t agree” level and their motivation to teach level is “indecisive”. Teachers’ gender variable didn’t create any meaningful difference at their levels of belief in education and motivation to teach. Branch variable created meaningful difference in favor of culture teachers at multi-faceted development dimension of TLBES. The variable of educational background created meaningful difference in favor of teachers who have bachelor’s degree at internal motivation sub dimension and total of motivation to teach; at socialization and preparing to upper-education dimensions and total of TLBES. Choosing teachership voluntarily created meaningful difference in favor of teachers who chose the profession willingly at total of motivation to teach scale and sub dimensions; socialization dimension of TLBES. School type variable created meaningful difference at total of motivation to teach scale and internal motivation dimension; and multi-faceted development dimension of TLBES. There is a positive meaningful relation between teachers’ opinions about their belief in education and motivation to teach at medium level. According to research results such kind of suggestions were stated: the reasons of why teachers’ level of motivation to teach and belief in education is not enough should be examined and necessary precautions should be taken; graduate tracking system should be developed to increase teachers’ belief in education; successful senior teachers should mentor the teachers who haven’t chosen their profession willingly so that they can understand the importance and pleasure of teaching professionTürkan ARGONMurtaza CİCİOĞLUFırat Universityarticlebelief in educationmotivation to teachvocational high school teachersSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 10, Iss 57, Pp 1-23 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	belief in education motivation to teach vocational high school teachers Social Sciences H Social sciences (General) H1-99
spellingShingle	belief in education motivation to teach vocational high school teachers Social Sciences H Social sciences (General) H1-99 Türkan ARGON Murtaza CİCİOĞLU VOCATIONAL HIGH SCHOOL TEACHERS’ LEVELS OF BELIEF IN EDUCATION AND MOTIVATION TO TEACH
description	In this study teachers’ levels of belief in education and their opinions about motivation to teach were determined, the relation between their opinions were examined and it was determined that teachers’ personal variables whether create or not meaningful differences for their opinions. The sample of the study consists of 185 teachers who work at vocational high schools in Bolu in 2016-2017 education year. Research data were collected via Teachers’ Levels of Believe in Education Scale (TLBES) and Motivation to Teach Scale. Non-parametric analyses were used as research data did not show normal distribution. According to research results teachers’ level of belief in education is at “don’t agree” level and their motivation to teach level is “indecisive”. Teachers’ gender variable didn’t create any meaningful difference at their levels of belief in education and motivation to teach. Branch variable created meaningful difference in favor of culture teachers at multi-faceted development dimension of TLBES. The variable of educational background created meaningful difference in favor of teachers who have bachelor’s degree at internal motivation sub dimension and total of motivation to teach; at socialization and preparing to upper-education dimensions and total of TLBES. Choosing teachership voluntarily created meaningful difference in favor of teachers who chose the profession willingly at total of motivation to teach scale and sub dimensions; socialization dimension of TLBES. School type variable created meaningful difference at total of motivation to teach scale and internal motivation dimension; and multi-faceted development dimension of TLBES. There is a positive meaningful relation between teachers’ opinions about their belief in education and motivation to teach at medium level. According to research results such kind of suggestions were stated: the reasons of why teachers’ level of motivation to teach and belief in education is not enough should be examined and necessary precautions should be taken; graduate tracking system should be developed to increase teachers’ belief in education; successful senior teachers should mentor the teachers who haven’t chosen their profession willingly so that they can understand the importance and pleasure of teaching profession
format	article
author	Türkan ARGON Murtaza CİCİOĞLU
author_facet	Türkan ARGON Murtaza CİCİOĞLU
author_sort	Türkan ARGON
title	VOCATIONAL HIGH SCHOOL TEACHERS’ LEVELS OF BELIEF IN EDUCATION AND MOTIVATION TO TEACH
title_short	VOCATIONAL HIGH SCHOOL TEACHERS’ LEVELS OF BELIEF IN EDUCATION AND MOTIVATION TO TEACH
title_full	VOCATIONAL HIGH SCHOOL TEACHERS’ LEVELS OF BELIEF IN EDUCATION AND MOTIVATION TO TEACH
title_fullStr	VOCATIONAL HIGH SCHOOL TEACHERS’ LEVELS OF BELIEF IN EDUCATION AND MOTIVATION TO TEACH
title_full_unstemmed	VOCATIONAL HIGH SCHOOL TEACHERS’ LEVELS OF BELIEF IN EDUCATION AND MOTIVATION TO TEACH
title_sort	vocational high school teachers’ levels of belief in education and motivation to teach
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/d2aecf18d76b4d3d8ed41f4052eb1895
work_keys_str_mv	AT turkanargon vocationalhighschoolteacherslevelsofbeliefineducationandmotivationtoteach AT murtazacicioglu vocationalhighschoolteacherslevelsofbeliefineducationandmotivationtoteach
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VOCATIONAL HIGH SCHOOL TEACHERS’ LEVELS OF BELIEF IN EDUCATION AND MOTIVATION TO TEACH

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