The relationships between teachers' professional and individual motivation perceptions and their school culture perceptions

The purpose of this study is to determine the relationships between the professional and individual motivation levels of secondary school principals and the school culture with reference to the teachers'opinions. Within the scope of the research, after the teachers' school culture and motivation perceptions were described, their perceptions of school culture were investigated to test whether their perceptions differ statistically according to variables such as gender, seniority, branch and term of duty at the school they are working at, and socioeconomic level of the school. In the study, the correlation between teachers' perceptions of school culture and their perception of being motivated by school principals and the predictive effect of teachers' perceptions of motivation by school principals on their perceptions of school culture were examined. The research was carried out with 228 secondary school teachers working in secondary schools in the city centre of Kırşehir in the 2019-2020 academic year. Organizational Culture Scale developed by İpek (1999) was used in the study. The research is in relational screening model. In the research, the following conclusions have been reached: The motivation of teachers, both functional and individual, is at high and full levels. From these results, it is possible to assert that teachers expressed they are generally motivated by their principals for both their tasks and individual needs. In addition, although teachers' both professional motivational level and individual motivational level situations were at a high level, it was determined that the average of professional motivation perception was higher. In particular, this result shows that principals motivate teachers for more professional purposes during the motivation process. When the sub-dimensions of the scale were examined, it was determined that the highest averages were formed in the support culture and the success culture. The lowest averages were found in the role culture. It was determined that gender, education level, seniority, working time at school and branch were not effective in teachers' perceptions of school culture. The perception of school culture varies according to the socio-economic level of the school where the teachers work. A positive medium-level relationship has also been determined between school culture and teachers' motivation levels. In each relationship, it is determined that approximately 24% of teachers' perceptions of school culture are explained by their individual and professional motivation levels.