Comparison of the motivation levels of X and Y generation teachers

The aim of this study is to investigate whether there is a significant difference between the professional motivation levels of the X and Y generation teachers and to compare the relationship between the variables of marital status, gender, education level, type of school and length of service at the school in the context of the X and Y generations. The research is descriptive and was conducted with the relational survey model, one of the quantitative research methods. The research was carried out in 12 schools in total, four schools each from Anatolian public Anatolian high schools, Anatolian Imam Hatip high schools and Vocational and Technical Anatolian high schools in the Keçiören district of Ankara. A total of 304 teachers from the X and Y generations working in these schools participated in the research. Questionnaire form and personal information form were used as data collection tools in the research. SPSS 23 statistical program was used in the analysis of the data. Normality and reliability analyzes were applied to test the hypotheses. As a result of the analyzes, no significant difference was observed in the external and internal motivations of teachers according to generation and gender. While the marital status affected the motivation levels of the X generation teachers, a similar effect was not found on the Y generation teachers. There was no significant difference between the education level and the motivation levels of the Y generation teachers, but it is seen that the internal motivation of the X generation teachers decreases as the education level increases. Type of school affects the external motivation of the X and Y generation teachers. It was seen that the highest average values according to the three school types belong to Anatolian Imam Hatip high schools. Type of school does not have a significant effect on the internal motivation of X generation teachers, but it does affect the internal motivation of Y generation teachers. The length of service in the current school affects both the external and internal motivation of the X generation teachers, but it does not show a significant effect on the Y generation teachers' motivation.