The relationship between classroom teachers' professional motivation and their attitudes and performances towards life sciences teaching

The general purpose of this research is to reveal the relationship between the professional motivations of classroom teachers and their attitudes and performances towards teaching Life Sciences. In this context, the purpose of the research is to contribute to policies and practices aimed at increasing efficiency in education by analyzing the variables that determine teachers' motivation, attitudes and performances. In the research, a correlational screening model was used to examine the relationships between teachers' professional motivations, attitudes and performances. The universe of the research consists of classroom teachers who teach and primary schools in 1st, 2nd and 3rd grades throughout Turkey. The sample of the research was determined by using the purposeful sampling method, a non-random sampling technique, from classroom teachers who teach Life Sciences course in the 2024-2025 academic year in Rize province. 267 teachers constituted the sample of the study. In the study, a questionnaire revealing the demographic characteristics of the participants and the Teacher Professional Motivation Scale, the Life Science Teaching Attitude Scale and the Teacher Job Performance Scale were used. As a result of the research; The professional motivations of married teachers were found to be higher than those of single teachers. While the attitude towards Life Sciences teaching is not affected by age, class or seniority, the level of education affects the attitude.(in favor of postgraduate studies). Gender, marital status and place of duty did not create a difference in attitude. Job performance is affected by factors such as experience and motivation rather than demographics. Female teachers' liking and performance of Life Sciences is higher than males, and males' satisfaction with physical facilities is higher than females. Married teachers' level of liking and satisfaction with the Life Sciences course is higher than single teachers. There is no general difference in the dimensions of valuing Life Sciences, professional development and performance. Teachers with a postgraduate degree have a higher level of appreciation for the Life Sciences course. The task and adaptive performance of teachers working in the district are higher than those working in the city center. Positive relationships have been identified between professional motivation, attitudes toward Life Sciences instruction, and job performance. Motivation predicts attitude and performance. Holistic approaches are believed to be necessary to improve performance.