Motivation factors used by school managers and opinions of teachers

In schools organizations based on human education, identifying and understanding teachers' personal and professional needs and motivating them in this direction is gaining more and more importance every day. In the study, benefiting from "Public Employee Job Satisfaction Scale" (adapted from İncir, 1990, Öztürk and Dündar, 2003), knowledge about the motivation factors used by school managers and their impacts on teachers have been attempted to be acquired. The research population consists of elementary and high school teachers in Çankaya district of Ankara and teachers who were randomly selected. A total of 235 teachers, 138 female and 97 male teachers, constitute the research sample. In the data analysis of the research, the opinions were evaluated by frequency, percentage, average and mode values, and the relationships between the opinions and variables by non-parametric tests (Kruskal-Wallis H and Whitney-U). According to the findings, teachers give much more importance to spiritual motivation factors rather than material factors; and income injustice is of more importance to them compared to ill-pay. Analyzing the opinions on income; the significant difference between male and female teachers is that income is more important for men than women. Teachers are often willing to participate in decisions. As age, professional service time and school time increases, teachers become reluctant to participate in decisions. Almost all of the teachers expressed that being appreciated was not only a need but also the best motivator that they expected to receive from school administrators. In general, teachers regarded group-rewarding as a motivation booster, on the other hand, the teachers over 40 preferred to receive a personal award, which is a significant difference detected according to the variable of age. Fairness of promotion opportunities has a boosting impact on the motivation of teachers; the significant difference found in terms of age, professional service time and school service time is that as age and length of professional service increases, teachers' expectations to promote decrease. Teachers' job satisfaction with the schools they work at was high, but the teachers giving negative and hesitant opinions were also remarkable. However, it was found that school administrators did not utilize motivational factors effectively and efficiently at schools; changes occurring in the education system adversely affected teacher motivation; "Being appreciated and valued", "Reliable and Open Communication", "Fair and Adequate Income" were the first three in the prioritization of needs. Keywords: Motivation, Motivation Approach, School Organizations, Motivation Management, Motivation Factors