A Study on Turkish EFL Teachers’ Motivations through In-service Trainings

Year 2020, , 350 - 361, 27.10.2020

Hande Yılmaz , Fatih Yavuz

https://doi.org/10.18795/gumusmaviatlas.753842

Abstract

Although many studies are available in terms of in-service teaching training programmes in the literature, studies on the motivation levels of in-service English teachers are quite scarce. This study aims to find out the effect of in-service teacher training programmes taken by Turkish EFL teachers and what factors influence their motivation under the effect of variables such as age, gender, the highest degree held by teachers, the subject of the highest degree, teaching experience, in-service training course forms, school degrees and school types where teachers work, in-service training course topics, countries where in-service training courses are held and ways of finding in-service training courses. 130 Turkish in-service EFL teachers taking their trainings both in Turkey and other countries took part in the study as participants. A new motivation scale was created and used by combining two different scales: an INSET course participation survey and a motivation to teach scale in the study. According to the results, public and female teachers are found more motivated compared to male and private school teachers. Furthermore, teachers complain about insufficient peer interaction, little trainer-participant communication, not being able to improve their English proficiencies and enlarge their networks and getting follow-up support. In addition, EFL teachers in Turkey prefer practical forms of in-service teacher training programs and topics closely related to ELT such as short courses, teaching practice, teaching young learners, teaching vocabulary and creativity more than other theoretical or time consuming forms. Finally, the research revealed that private school teachers are pleased with the quality of the courses they have taken so far whereas public teachers are more motivated to teach in terms of flexibility that their job provides them.

Keywords

English teachers, foreign language, teacher motivation

A Study on Turkish EFL Teachers’ Motivations through In-service Trainings

Abstract

Although many studies are available in terms of in-service teaching training programmes in the literature, studies on the motivation levels of in-service English teachers are quite scarce. This study aims to find out the effect of in-service teacher training programmes taken by Turkish EFL teachers and what factors influence their motivation under the effect of variables such as age, gender, the highest degree held by teachers, the subject of the highest degree, teaching experience, in-service training course forms, school degrees and school types where teachers work, in-service training course topics, countries where in-service training courses are held and ways of finding in-service training courses. 130 Turkish in-service EFL teachers taking their trainings both in Turkey and other countries took part in the study as participants. A new motivation scale was created and used by combining two different scales: an INSET course participation survey and a motivation to teach scale in the study. According to the results, public and female teachers are found more motivated compared to male and private school teachers. Furthermore, teachers complain about insufficient peer interaction, little trainer-participant communication, not being able to improve their English proficiencies and enlarge their networks and getting follow-up support. In addition, EFL teachers in Turkey prefer practical forms of in-service teacher training programs and topics closely related to ELT such as short courses, teaching practice, teaching young learners, teaching vocabulary and creativity more than other theoretical or time consuming forms. Finally, the research revealed that private school teachers are pleased with the quality of the courses they have taken so far whereas public teachers are more motivated to teach in terms of flexibility that their job provides them.

Keywords

English teachers, foreign language, teacher motivation

References

• AJZEN, Icek (1991). “The Theory of Planned Behavior”, Organizational Behavior and Human Decision Processes, 50(2): 179-211.
• ATAY, Derin (2007). “Teacher Research for Professional Development”, ELT Journal, 62(2): 139-147.
• BAYAR, Adem. (2014). “The Components of Effective Professional Development Activities in terms of Teachers' Perspective”, Online Submission, 6(2): 319-327.
• BAYRAKCI, Mustafa (2009). “In-Service Teacher Training in Japan and Turkey: A Comparative Analysis of Institutions and Practices”, Australian Journal of Teacher Education, 34(1): 10-22.
• DECHARMS, Richard (1977). “Pawn or Origin? Enhancing Motivation in Disaffected Youth”, Educational Leadership, 34(6): 444-448.
• DECİ, Edward L.,& Richard M. RYAN (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
• GAO, Xuesong & Hao XU (2014). “The Dilemma of Being English Language Teachers: Interpreting Teachers’ Motivation to Teach, and Professional Commitment in China’s Hinterland Regions”, Language Teaching Research, 18(2): 152-168.
• GARDNER, Robert C. & Padric C. SMYTHE (1975). “Second Language Acquisition: A Social Psychological Approach”, Research Bulletin No. 332. Retrieved on January 9, 2017 from ERIC Database (ED163754) http://eric.ed.gov/?Id=ED163754
• HAGGER Martin S.; CHATZISARANTIS Nikos L.; CULVERHOUSE Trudi. & Stuart J. H. BIDDLE (2003). “The Processes by which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans- Contextual Model”, Journal of Educational Psychology, 95: 784–795.
• HAGGER, Martin S. & Nikos L. CHATZISARANTIS (2012). “Transferring Motivation from Educational to Extramural Contexts: A Review of the Trans-Contextual Model”, European Journal of Psychology of Education, 27(2): 195-212.
• HODGES, Charles B. (2004). “Designing to Motivate: Motivational Techniques to Incorporate in E-Learning Experiences”, The Journal of Interactive Online Learning, 2(3): 1-7.
• KAUFFMANN, Douglas F.; SOYLU, Y. M.eryem & Bryan DUKE (2011). “Validation of the Motivation to Teach Scale”, Hacettepe University Journal of Education, 40: 279-290.
• KELLER, John M. (1987). “Development and Use of the ARCS Model of Instructional Design”, Journal of Instructional Development, 10(3): 2-10.
• KHATTAK, Zafar Iqbal.; ABBASI, Gulfraz & Ayaz AHMAD (2011). “Impact Analysis of the In-Service Teacher Training Programmes of the Testing and Evaluation Sub-Committee of the ELTR Project in Pakistan”, Procedia-Social and Behavioral Sciences, 15: 1479-1483.
• LEE, Icy (2010). “Writing Teacher Education and Teacher Learning: Testimonies of Four EFL Teachers”, Journal of Second Language Writing, 19(3): 143-157.
• LOEB, Susanna; DYNARSKI, Susan.; MCFARLAND, Daniel; MORRIS, Pamela; REARDON, Sean & Sarah REBER (2017). Descriptive Analysis in Education: A Guide for Researchers. NCEE 2017- 4023: National Center for Education Evaluation and Regional Assistance.
• MASLOW, Abraham H. (1943). “A Theory of Human Motivation”, Psychological Review, 50(4): 370.
• O’DWYER, John B. & Hilal Handan ATLI (2015). “A Study of In-Service Teacher Educator Roles, with Implications for a Curriculum for Their Professional Development”, European Journal of Teacher Education, 38(1): 4-20.
• PINTRICH, Paul R. (2000). “An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research”, Contemporary Educational Psychology, 25(1): 92-104.
• SALOMÄKI, Ulla; RUOKONEN, Inkeri; & Heikki RUISMÄKI (2012). “Educators' Professional and Personal Growth: A Case Study of European Teachers' In-Service Training Courses”, Journal of Teacher Education for Sustainability, 14(1): 20-29.
• UYSAL, Hacer Hande (2012). “Evaluation of an In-Service Training Program for Primary- School Language Teachers in Turkey”, Australian Journal of Teacher Education, 37(7): N7.
• VALLERAND, Robert J. (1995). “Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation”, A Theory/ Review Paper Presented at the Canadian Psychology Association Annual Conference, Charlottetown. PEI, Canada.
• WIGFIELD, Allan & Jacquelynne S. ECCLES (2000). “Expectancy–Value Theory of Achievement Motivation”, Contemporary Educational Psychology, 25(1): 68-81.
• WLODKOWSKI, Raymond J. (1978). “Motivation and Teaching: A Practical Guide”, Retrieved on January 9, 2017 from ERIC Database (ED159173) https://eric.ed.gov/?Id=ED159173
• YAN, Chunmei. (2008). “Mutual Adaptation: Enhancing Longer-Term Sustainability of Cross- Cultural In-Service Teacher Training Initiatives in China”, System, 36(4): 586- 606.
• YAN, Chunmei & Chuanjun HE (2015). “Short Courses Shouldn’t Be Short-Lived! Enhancing Longer-Term Impact of Short English as a Foreign Language INSET Initiatives in China”, Professional Development in Education, 41(5): 759-776.
• YILMAZ, Hande (2018). Motivation Levels of In-service English Teachers: From Tradition to Change. (Master Thesis), Balıkesir University Social Sciences Institute, Balıkesir.