Motivation Status of Social Studies Teachers

Abstract

Teaching quality is closely related to teacher qualifications. Motivation, which plays a significant role in teaching, affects the teacher’s performance positively or negatively, which is in turn reflected in student learning. The purpose of this study is to determine the motivational situations of social studies teachers on the basis of their motivations to choose the teaching profession and their satisfaction with their choice, their self-efficacy beliefs and student qualities. In this study, which was conducted according to the case study design, semi-structured interviews were held with 7 teachers. The data obtained were analyzed using content analysis. As a result of the research, important motivation factors that were effective in the selection of teaching as a career were found to be intrinsic career value, prior teaching and learning experiences and a fallback career. Factors of work with children, time for family and having a job were also effective in choosing the teaching profession. It was determined that the teachers were satisfied with their decision to become teachers. In addition, it was found that the teachers' self-efficacy perceptions were not generally high. It was further determined that student qualities had a positive or negative effect on teacher motivation, including low student motivation for the lesson.