An investigation of the relationship between organizational mindfulness and teachers' professional motivation in secondary schools

The aim of this study is to examine the organizational mindfulness in secondary schools and the professional motivation of secondary school teachers and to investigate the relationship between organizational mindfulness of secondary schools and professional motivation of secondary school teachers. A correlational research design was adopted in the study. The sample of the study consisted of 312 secondary school teachers working in Şanlıurfa province and determined by simple random sampling. The data was collected through demographic information form for examining demographic variables related to teachers and two different scales for examining the professional motivation of teachers and the organizational mindfulness of schools. Correlation analysis was performed to examine the relationship between the organizational mindfulness of secondary schools and the professional motivation of teachers, and a simple linear regression analysis was conducted to examine whether organizational mindfulness predicts teacher motivation. Independent sample T test to determine whether teachers' opinions on their professional motivation and organizational mindfulness of their schools differ in terms of gender, age, work experience at current school and school size. Whether teachers' opinions on organizational mindfulness and professional motivation differ in terms of professional experience and branch variables was examined through one-way analysis of variance. According to the findings of the study, there is a positive and significant relationship between the organizational mindfulness of secondary schools and the professional motivation of secondary school teachers. Organizational mindfulness of secondary schools predicts secondary school teachers' professional motivation. Teachers' opinions on organizational mindfulness of secondary schools do not show a significant difference in terms of gender, age, work experience at current school, professional experience, branch and school size variables. The professional motivation of secondary school teachers shows a significant difference according to gender, branch and professional experience variables. In the study, it was concluded that the studies to increase the organizational mindfulness of schools can contribute to the improvement of the professional motivation of teachers. Based on the results of the study, suggestions have been developed to improve teachers' professional motivation by increasing organizational mindfulness in schools. It is recommended to give practical training to teachers and school administrators in order to improve the problem detection and solving capacities of schools. It is recommended that schools should be financially supported in order to enrich the opportunities in terms of professional development of teachers, and professional learning communities should be created in schools.