A Study to Reveal the Motivation Barriers in Faculties of Education
Project no. 20782 · Status: Kapanmış (Yayın bekleniyor) · 2019
Summary
<p>There is a need for current research on the motivation levels and their reasons for pre-service teachers and faculty members in faculties of education. In this way, initiatives to improve the quality of pre-service teacher education can be supported. There is no research in the literature that comparatively examines the factors affecting motivation in faculties of education by presenting quantitative and qualitative evidence together. The purpose of this study is to determine the motivation and motivational barriers of pre-service teachers and faculty members in line with the Self-Determination Theory and to offer solutions for their elimination. Qualitative and quantitative data were collected together by using the nested strategy from mixed-method designs. Academic Motivation, Vocational and Field Choice, General Self-Efficacy, Motivational Working Conditions, and Parental Influence on Career Choice scales were used to collect quantitative data for preservice teachers. Instructional Design, Teaching Motivation, and Teaching Approach scales were used for instructors. Qualitative data were collected through interviews, observations, and document analysis. When the quantitative data were compared, it was found that the academic motivation of pre-service teachers at Berlin Technical University was higher than that at Ege University. One of the reasons for this is that Berlin Technical University is more successful in meeting the need for relatedness in the teaching process. In terms of vocational and field choice, Berlin Technical University pre-service teachers had higher motivation for the teaching profession. In both universities, perceptions of motivational working conditions (autonomy support, competency support, and relatedness), self-efficacy, and motivation for professional and subject choice have a positive relationship with academic motivation. Parental influence on career choice has a negative correlation with the intrinsic academic motivation of students at Berlin Technical University, while it has a positive correlation at Ege University. Regression analyses were conducted on the variables predicting academic motivation in pre-service teachers. The reasons for the quantitative findings were discussed in light of qualitative findings and the literature.</p>