Investigation of the relationship between science teachers' career motivations with school context variables

The purposes of this study was to examine the contributions of school-contextual variables to in-service science teachers' career motivations. variations to the career perception and motivation of Science teachers. A correlational research method was utilized. In the study a total of 151 in-service science teachers from thirteen Districts of National Education Directories in Muğla Province. Data were collected in the Spring semester of 2018-2019 academic year. A personal information form, FIT Choice Scale and 'School Climate Scale were used as data collections tools. Several statistical analysis techniques including Pearson correlation, analysis of variance (ANOVA) and regression were used to analyze the data. Analysis showed that in-service teachers' career perceptions and motivations were at medium level. As for school-contextual variables, it was found that belonging and the supervisor supports were high whereas discipline problems was at low level. Pearson correlation analysis showed that among school-context variables, the relations with parents had the strongest correlation coefficient with teachers' career perception and motivation. Regression analysis resulted in that school-contextual variables explained the %23 of variances in the career perceptions of in-service science teachers; the %42 of the variances in their career motivation.