The relationship between professional autonomy and professional motivation in physical education and sports teaching profession

The main purpose of this research is to examine the relationship between physical education teachers' levels of professional autonomy and their professional motivation. In this context, the study aims to analyze how the level of teachers' decision-making autonomy in their profession affects their intrinsic and extrinsic motivation towards their work. Additionally, the research investigates whether there are significant differences in the levels of professional autonomy and motivation based on demographic variables (age, gender, marital status, mother's education level, father's education level, sports branch, education level, and years of service). The population of the study consists of a total of 188 physical education teachers working in high schools affiliated with the Ministry of National Education in the central district of Aksaray province during the 2024-2025 academic year. The sample is composed of 116 physical education teachers from 10 high schools, selected using a purposive sampling method. Data collection tools include a personal information form, a teacher professional autonomy scale, and a professional motivation scale. The study found a statistically significant difference between teachers' autonomy levels and the variables of sports branch and years of service, while no significant differences were detected in terms of age, gender, marital status, and educational background. No significant differences were found in teachers' professional motivation levels in relation to age, gender, marital status, sports branch, educational background, and years of service. Additionally, the correlation test (Pearson correlation) revealed a moderate, positive, and statistically significant relationship (r = 0.342) between teachers' professional autonomy levels and their professional motivation levels.