The relationship between teachers' reading motivations and perceptions of critical reading self-efficiency

This study aims to determine teachers' reading motivations and critical reading self-efficacy perception levels; and to reveal the relationship between these variables; the study also aims to determine whether teachers' reading motivations predict their critical reading self-efficacy perceptions. In this research designed in line with the quantitative research approach, the relational screening model was used. The sample of the research consists of 574 teachers working in Ankara. While collecting research data, the adult reading motivation scale, that has validity and reliability qualities, consisting of 19 items and the critical reading self-efficacy perception scale, that has validity and reliability qualities, consisting of 41 items in 5-point Likert scale were used. SPSS 22 package program was used in the analysis of the research data and descriptive statistics; t test and one way ANOVA from parametric tests; correlation analysis and simple linear regression analysis were used. The results obtained from analyzes were tabulated and interpreted based on the literature and various suggestions were made. Teachers' reading motivation and critical reading self-efficacy perceptions were high; female teachers have higher levels of both reading mo-tivation and critical reading self-efficacy than male teachers; teachers with higher edu-cation levels have higher reading motivation and critical reading self-efficacy percep-tions; In terms of marital status, reading motivation and critical reading self-efficacy perceptions of both single and married teachers are high in some dimensions; while the reading motivation of teachers with low professional seniority is higher; teachers with higher seniority have higher critical reading self-efficacy perceptions; teachers who tend to receive higher education have high levels of both reading motivation and critical reading self-efficacy; teachers who have a daily book reading habit have high reading motivation and critical reading self-efficacy perceptions; while daily book reading time did not make a significant difference on teachers' reading motivation or critical reading self-efficacy perceptions; teachers who allocate a budget from their income to purchase books have high levels of both reading motivation and critical reading self-efficacy; having a library at home does not make a difference on teachers' reading motivation and critical reading self-efficacy perception; there is a positive, moderate and significant relationship between teachers' reading motivation and critical reading self-efficacy per-ception; and it was determined that reading motivation significantly predicted critical reading self-efficacy perception.