The effect of perfectionism and self efficacy perceptions of English teachers on their professional motivation levels

The aim of this research is to examine the effects of perfectionism and self-efficacy perceptions of English teachers on their professional motivation levels. The research is a descriptive relational survey and causal comparison research. The research consists of 450 English teachers working in official primary and secondary education institutions affiliated to the Ministry of National Education (MEB) in the 2021-2022 academic year in Zonguldak province and its districts "Personal Information Form", "Multidimensional Perfectionism Scale", "Teacher Self-Efficacy Scale" and "Teacher Professional Motivation Scale" were used as data collection tools. Frequency, percentage, arithmetic mean, t-test for independent groups, one-way analysis of variance, correlation analysis and regression analysis were used in the analysis of the data. As a result of the research; it was found that English teachers were undecided in the dimension of perfectionism, quite adequate in the dimension of self-efficacy perceptions, and quite positive in the dimension of professional motivation. It was found that their perfectionism changed in favor of teachers with 0-5 years of professional seniority, in favor of teachers with a master's degree according to education level, and in favor of teachers who graduated from open education faculty according to the type of school. It was observed that it did not change according to gender and the institution of employment. The perceptions of self-efficacy changed in favor of female teachers according to gender, in favor of teachers with 0-5 years of professional seniority, in favor of teachers working in primary school according to the institution. It was seen that it did not change according to the education level and the type of school they graduated from. It was found that their professional motivations changed in favor of teachers with 0-5 years of professional seniority, in favor of teachers with a bachelor's degree according to education level, in favor of teachers working in primary school according to the institution, and in favor of teachers who graduated from education faculty according to the type of school they graduated from. It was found that there was no difference according to gender. It was found that there was no significant relationship between their professional motivation levels and their perfectionism but there was a significant relationship between the professional motivation levels and their self-efficacy perceptions. A positive, significant and low level correlation was found between perfectionism and self-efficacy perception general scores. It was seen that the variables of "order", "family criticism", "family expectations" and "activity for classroom management" are predictors of professional motivation levels of English teachers. Accordingly, it is seen that there are four independent variables as important predictors of English teachers' professional motivation levels.