The characteristics of innovative teachers: the relationship between science teachers' views on student achievement and learning and teaching motivation

Abstract

Determining teachers’ views on student success and learning are considered important in terms of increasing the level of students’ learning. The motivation people have can affect their attitude toward their job. This becomes even more important in teachers who have a significant impact on an individual’s life. It is, therefore, seen as important to determine teachers’ teaching motivation. The aim of this study was to determine the relationship between secondary school science teachers’ views on student achievement and learning and their own level of teaching motivation. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (124 female and 39 male science teachers) working in Izmir. Two data collection tools were used in the study: The “Teacher Motivation Scale” and the “Teachers” Opinions Scale about Student Achievement and Learning. Participants’ demographic information was obtained using a “Personal Information Form” designed by the researchers. According to the results of the study, there was no difference according to gender variable but there was a significant difference in favor of science teachers who had a bachelor’s degree between the groups. The study showed that as the age and teachers’ years of service increased, their views on student achievement and learning become more negative. According to the results, it is recommended to organize well-planned inservice training to increase the teaching motivation and conduct in-depth research to understand the relationship among teacher beliefs, practice, and school context.