The role of in-service science teachers' attitudes towards educational research and teacher motivation in predicting their 21st century skills

This study aimed to investigate the role of in-service science teachers' attitudes toward educational research and their teacher motivation in predicting 21st-century skills in addition to the level of these variables and whether they differed in terms of gender. For this purpose, a quantitative study was conducted based on both descriptive and correlational survey methods. Within the scope of the research, data was collected via Google Forms from 256 science teachers (164 females, 92 males) working in 49 different cities of Türkiye in 2024. The data was collected using the "Participants Information Form", "21st Century Skills Self-Efficacy Perception Scale", "Teachers Attitude Scale Towards Educational Research " and "Teacher Motivation Scale". The mean age of the participants was calculated as 38.04 (SD = 7.38). Within the scope of data analyses, descriptive statistics were used to examine the level of participants' 21st-century skills, attitudes toward educational research, and motivation toward the teaching profession. Then, three separate one-way multivariate analyses of variance (Manova) were conducted for each variable to test whether they differed in terms of gender. Correlation analysis was used to determine the relationship between variables. Finally, three separate multiple linear regression analyses were conducted separately for each sub-dimension of 21st-century skills to test the role of attitudes toward educational research and motivation towards the teaching profession in predicting 21st-century skills. When the mean values calculated for the sub-dimensions of the Twenty-First Century Skills Competence Scale were examined, it was observed that the participants' "learning and innovation" skills were at a high level, while their "life and career" and "information, media, and technology skills" were at a very high level. When the mean values were calculated for the sub-dimensions of the Teacher Attitude Scale Towards Educational Research, it was found that participants' attitudes towards the "necessity of educational research" were high, "valuing educational research" sub-dimension was very high, and the "applicability of educational research" sub-dimension was at a medium level. Finally, the mean values calculated for the sub-dimensions of the Teacher Motivation Scale were found to be high for all three sub-dimensions (intrinsic, extrinsic, and managerial factors). Any of the investigated variables did not significantly differ between males and females. When the relationships between the sub-dimensions of 21st-century skills and the sub-dimensions of attitude toward educational research and motivation toward the teaching profession were examined, it was found that all of them were positive, the highest relationship was observed with the necessity of educational research, and the lowest relationship was with the applicability of educational research. Finally, as a result of the multiple linear regression analysis applied to test the role of attitude toward educational research and motivation towards the teaching profession to predict participants' 21st-century skills, the necessity of educational research, internal factors, and external factors were found to be significant predictors of all three 21st century skills (learning and innovation skills, life and career skills, information, media and technology skills), and managerial factors only predicted life and career skills. All variables except extrinsic factors explained the relevant variables positively. Therefore, it is important that science teachers believe that research on 21st-century skills education contributes to the process of updating curricula, solves problems in the classroom, and that seminars on educational research are helpful and efficient in choosing instructional strategies; that their profession provides both material and moral gain, is a good fit for developing their skills and talents, and advances their career goals; however, they shouldn't limit their professional goals to social and health security or achieving social prestige. Keywords: 21st century skills, attitude, attitude towards educational research, motivation, teacher motivation, science education, science teachers.