The relationship between high school teachers innovative pedagogy practices and their teaching motivation

The purpose of this study is to examine the effect of innovative pedagogy practices of teachers working in different high school types on their motivation to teach. The research was conducted based on the relational survey model. While 3191 teachers working in high schools in Elazığ province constitute the population of the study, 342 teachers selected by random sampling method represent the sample of the study. Two different scales named 'Innovative Pedagogy Practices for Teachers Scale' and 'Motivation to Teach Scale' were used to determine the relationship between teachers' views on innovative pedagogy practices and their motivation to teach. The data obtained were analysed with SPSS package programme. As a result of the statistical analysis of the research, it was found that there was a significant difference in favour of female teachers in the extrinsic motivation dimension. However, it was observed that the views on innovative pedagogy practices did not differ significantly according to gender. The seniority variable differed significantly in the extrinsic motivation sub-dimension and total motivation sub-dimensions of the motivation to teach scale. In addition, there was no statistically significant relationship between teachers' faculty of graduation, educational status, employment status and the types of schools they worked in and their views on teaching motivation and innovative pedagogy practices.