Determining the motivation and self-regulation levels of science teachers regarding their use of instructional technologies

This study aims to find out science teachers' motivation for using IT and their self-regulation levels by the variables of gender, work experience, age, level of education, level of foreign language proficiency and the frequency of computer use. The single screening model, as a quantitative survey method, was used in this study. The scale developed by Liou and Kuo (2014) was first adapted to Turkish and then used as the data collection tool for this study. The study was conducted in the 2015-2016 academic year with 107 science teachers working at the state schools under the supervision of the Ministry of National Education of Turkey. The collected data were analyzed by using the SPSS 22.0 package program. Statistical techniques such as t-test, frequency, percentage, and One-way analysis of variance (ANOVA) were utilized in the data analysis. The results indicate that the sub-dimensions of self-efficacy, active learning strategies, and activation of self-regulation by science teachers regarding their IT use do not have a significant difference in terms of gender, work experience age, level of education, level of foreign language proficiency and the frequency of computer use variables. A significant difference was identified between the age variable and the sub-dimensions of learning value and appropriateness for learning aim; and also between the level of education and the sub-dimensions of encouragement in the learning environment and self-regulating practice. Key words: Science education, Teacher, Instructional Technology (IT), Motivation, Self-regulation