Professional motivation sources of the teachers of Religious Culture and Moral Knowledge

Motivation has a significant role for the humans' daily life and business life. It is an important issue that employers should be considered to get higher efficiency from their employees in the business life. Therefore, if the employees' motivation is low. They will work with low efficiency. This situation is valid in the teaching profession as every business field. The quality of educational practices that are implemented by teachers with low motivation will not be at the desired level. However, the quality of education can be increased by taking improvements and measures. The aim of this research is to determine the motivation sources of Religious Culture and Moral Knowledge teachers that are working in primary and secondary schools of the Ministry of National Education. Moreover, it is tried to reveal whether there were significant differences between teachers within the research, in terms of demographic variables. The population of the research consists of 1291 Religious Culture and Moral Knowledge teachers that are working in the primary and the secondary public schools in the central districts of Ankara in the 2021-2022 academic year. The number of samples to be reached in this population is determined as 296. "Personal Information Form" and "Teachers' Work Motivation Scale" are applied to these determined samples. The relevant form and scale are transferred to Google Forms and this form and scale are delivered to the participants via online platforms. SPSS data set program is used in the analysis of the obtained data. The parametric analysis techniques which are T-test, ANOVA and Pearson Correlation are used in the analysis of the data obtained from the participants. As a result of the analyzes, according to the schools they work in terms of the power factor of the motivation resources of the teachers; It has been determined that there are significant differences between them according to their marital status in terms of belief factor, according to the education type in their school in terms of power factor, and according to their educational status in terms of incentive factor. It is concluded that; there are a positive relationship between all variables according to the result of the correlation analysis. In additon, it is seen that; the belief factor has the highest avarage point as a motivation source and, the power factor has the lowest avarege point as a motivation source according to the participant teachers.