The Relationship Between Primary School Teachers' Work Motivation and their Levels of Professional Innovativeness
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Abstract
This research explores how primary school teachers’ work motivation is associated with their degree of professional innovativeness. Adopting a correlational survey approach, data were gathered from 376 primary school teachers employed in Antakya, Hatay during the 2019–2020 academic year. The dataset was processed using statistical software. To assess the distribution pattern of the data, the Kolmogorov-Smirnov test was employed. As the results indicated a deviation from normality (p <0.05), non-parametric statistical techniques were utilized. The Mann-Whitney U test was applied to evaluate differences in work motivation and innovativeness based on gender, while the Kruskal-Wallis H test was used for age and educational qualification comparisons. In cases where significant group differences were identified, the Mann-Whitney U test was used for pairwise comparisons. To analyze the relationship between the main variables, the Spearman Brown correlation coefficient was computed. Additionally, multiple linear regression analysis was performed to assess how well work motivation predicts professional innovativeness. The analysis revealed a statistically significant and positive correlation between teachers’ work motivation and their innovativeness. It was also found that both variables varied significantly across gender, age, and educational levels. These outcomes underscore the significance of addressing both work-related motivational and professional aspects in the pursuit of educational innovation.
