Comparing motivation levels of culture and vocational lessons' teachers working at vocational high schools

If an expected yield of teacher education, teachers need to be considered and should attempt to fulfill those requests. Needs can be seen from a high motivation and teacher responses to meet the request. The purpose of this study is to compare motivation levels of vocational and culture lessons' teachers working at vocational high schools based on certain factors. The scope of this study contains the teachers working at official vocational high schools, during 2015-2016 education and training period, in Anatolian Side of Istanbul Province. In the scope of this study, randomly picked teachers have taken as sample so as to from a sample group. 320 teachers have been contacted within this study. Participants 143 men, 177 of the women. However, participants from 155 vocational courses is the culture of 165 teachers. In order to get information about personal characteristics of teachers taken part in this study, a Personal Information Form consisting of 13 questions has been prepared by the researcher. So as to measure motivation levels, a Professional Motivation Scale, which consists of 14 questions and adapted by Tanrıverdi (2007), has been used. Five-point likert scale has been applied in this study examining motivation levels of the teachers. SPSS 21.0 has been used in data analysis. In SPSS 21.0 program, the analysis techniques like frequency, percentage, arithmetic average, standard deviation, t test, one way and two way variance analysis and Tukey HSD test have been used. In the light of the information gathered, when total motivation levels of vocational and culture lessons' teachers at vocational high schools compared, it has been detected that the motivation levels of culture lessons' teachers fall behind vocational lessons' teachers'. It has also been found out that while motivation levels of teachers differ significantly according to the factors like professional experience, the number of children they have, the type of the school they graduated from, field of study either vocational or culture and distance of working place; it shows no significant difference in terms of gender, marital status, age, period of office and level of education. It has also been discovered that when motivation levels of teachers are compared based upon sub-dimension levels, the parameters like team cohesion and attachment to the institution differ significantly with respect to marital status; the parameters like job integration and personal development levels differ significantly with respect to marital status, age (applicable just for job integration), professional experience, the type of the school they graduated from. Based vocational and culture fields, motivation levels of the teachers in sub-dimensions differ significantly. It has been determined that vocational high school teachers think that students give more importance to vocational lessons.