Examining the relationship between teachers' motivation levels and their competency levels (Gaziantep province example)

The aim of this research is to determine the relationship between teachers' motivation and their competencies. A descriptive and relational model was used in the research. The universe of the research consists of teachers working in public primary schools in the central districts of Gaziantep in the 2019-2020 academic year, and the sample consists of 398 teachers working in these schools. In order to determine the motivation levels of teachers working in secondary school, "Teacher Motivation Scale", "Ohio Teacher Competency Scale" was used to determine the competency levels and the Personal Information Form created by the researcher to collect data on some determined variables. The data collected with the scales were analyzed on the computer with the SPSS 18.0 package program, descriptive statistics were calculated and correlation analysis was performed. According to the results of the research, teachers' intrinsic and extrinsic motivations do not show a significant difference according to gender, age, branch, seniority and tenure. In the research; teaching skill, which is the sub-dimension of teachers' competence; while there is a significant difference according to gender; It was concluded that the sub-dimensions of teachers' competence, such as orientation, behavior management, motivation and assessment and evaluation, did not show a significant difference according to gender. As a result of the research; teachers; behavior management, motivation, teaching skills and measurement and evaluation levels do not show a significant difference according to age, branch, seniority and tenure. In the study, it was determined that there is a positive and significant relationship between teachers' motivation and their level of competence. As a result of the research, it was seen that the motivation of the teachers was a significant predictor of competence. In other words, teachers' competencies are affected by the motivation process. For this reason, having organizational communication within the school is of great importance in increasing motivation.