Investigation of the relationship between teachers' academic optimism and teaching motivation levels

The purpose of this study is to examine the levels of academic optimism and teaching motivation among teachers, considering various variables, and to determine the relationship between these variables. The research, which is in the relational survey model, consists of a population of 1304 teachers working in 38 middle schools in the central district of Osmaniye during the 2021-2022 academic year. A total of 400 teachers from randomly selected schools participated voluntarily in the research. The measurement tools used were the "Teaching Motivation Scale" and the "Academic Optimism Scale." Valid data obtained from 348 teachers were analyzed using descriptive statistics as well as Kruskall Wallis H and Mann Whitney U tests. The results of the research indicate that teachers generally have high levels of academic optimism. The most positive perception of teachers was in the self-efficacy dimension of the scale, followed by trust in administrators, academic emphasis, and trust in students, respectively. According to the results, there is no statistically significant difference in teachers' levels of academic optimism based on gender, educational status, class level where courses are concentrated, and weekly teaching loads. The results also show that teachers who are married, have children, and have more than 11 years of professional experience have higher levels of academic optimism. Analysis by subject revealed that social studies teachers have a higher level of trust in administrators than teachers in other subjects. Statistically significant differences were observed in teachers' levels of academic optimism based on their perception of the socio-economic level of the school's environment and the level of academic success in the school. It was found that teachers' motivation is most influenced by factors within the school, with respect being the most influential, followed by physical facilities and external factors. Teachers' motivation levels did not show a statistically significant difference based on gender, educational status, and weekly teaching hours. Teachers who are married and have children were found to have a higher level of teaching motivation based on marital status. Social studies teachers and those with 16 years or more of professional experience showed higher motivation levels. As the perception of the socio-economic level of the school's environment and academic success in the school increased, teachers' motivation levels also increased. According to the research results, teachers whose classes are mostly concentrated in the sixth grade are more influenced by external factors in their motivation. The research results revealed a positive, moderate relationship between teachers' levels of academic optimism and teaching motivation. The highest relationship among sub-dimensions was observed between the academic optimism dimension of trust in administrators and teaching motivation regarding school factors, trust in parents and physical facilities, as well as external factors. Keywords: Teacher, middle school, motivation, academic optimism, teaching motivation