An Analysis of the Relationship Between Professional Autonomy and Professional Motivation of Teachers

Abstract

The aim of this research is to examine the relationship between teachers' professional autonomy and motivation levels. The sample of this research, which was conducted using correlational survey design, consists of 282 teachers working across Turkey in the 2021-2022 academic year who were sampled by the disproportionate cluster sampling method. “Teacher Autonomy Scale'' and “Teacher Vocational Motivation Scale” were used as data collection tools. In the analysis of the data, t-test, one-way analysis of variance, Pearson Product-Moment Correlation Coefficient and Regression Analysis were used. The results of the research yielded that teachers' professional autonomy and motivation levels are high. It is found that teachers exhibited autonomy in the sub-dimensions of teaching autonomy, curriculum autonomy, professional development and professional communication autonomy, respectively. It has been revealed that teachers consider the physical facilities of the school, intramural and extramural factors, and the aspects of professional development and prestige as the factors affecting motivation. In terms of variables, significant differences were found in the professional autonomy and motivation levels of teachers according to gender, field, graduation and seniority. Finally, moderate positive and significant relationships were identified between the professional motivation of teachers and their autonomy, and the predictive relationships between these variables are also examined. In line with these results, it has been found that all sub-dimensions of teacher autonomy (teaching, curriculum, professional development, and professional communication autonomy) are significant predictors of physical facilities which is one of the teacher motivation sub-dimensions. Therefore, it can be stated that when teachers who can act autonomously both in educational practices and in professional development and communication fields are provided with qualified physical opportunities, their motivation levels increase, too. In order to increase teacher motivation, it is recommended to support teachers' autonomous behaviors in the educational process and their autonomy in the fields of professional development and communication.