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Journals / Research on Education and Psychology / 2025 / Volume: 9 Issue: 2

Evaluation of Teachers' Motivation in Terms of Research Literacy

Kürşat Demir(Necmettin Erbakan Üniversitesi)0000-0002-6551-4454
Mustafa Yavuz(NECMETTİN ERBAKAN ÜNİVERSİTESİ)0000-0001-5697-5120
Pages
—
Publication Date
2025-12-21
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicated teachers generally reported high motivation levels, with "high" scores across intrinsic, extrinsic, and managerial factors.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This quantitative study, employing a relational survey model with a sample of 341 teachers, aimed to evaluate teachers' motivation in terms of their research literacy.
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Key Findings & Data:Notably, teachers aged 51+ and those with 21+ years of experience reported higher motivation, while graduate-level educators and middle school teachers showed relatively lower motivation.
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Conclusion & Impact:Findings indicated teachers generally reported high motivation levels, with "high" scores across intrinsic, extrinsic, and managerial factors.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Motivation · Research literacy · Teacher

Abstract

This quantitative study, employing a relational survey model with a sample of 341 teachers, aimed to evaluate teachers' motivation in terms of their research literacy. Findings indicated teachers generally reported high motivation levels, with "high" scores across intrinsic, extrinsic, and managerial factors. Notably, teachers aged 51+ and those with 21+ years of experience reported higher motivation, while graduate-level educators and middle school teachers showed relatively lower motivation. By school level, primary school teachers reported higher motivation, while middle school teachers reported relatively lower motivation. Overall, teachers reported high research literacy skills, demonstrating "very high" proficiency in research process and preparation, and "high" proficiency in methodology knowledge and resource access. In the gender analysis, only the access-to-resources subdimension showed a significant difference, with male teachers reporting higher research literacy skills. Postgraduate education also had a positive effect on research literacy. Motivation was moderately and positively correlated with research literacy, explaining approximately 10% of the variance. These findings highlight the importance of considering motivational factors, particularly extrinsic incentives, in developing strategies aimed at enhancing teachers' research literacy skills.

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Cite This Article

Demir, K., Yavuz, M. (2025). Evaluation of Teachers' Motivation in Terms of Research Literacy. Research on Education and Psychology, Volume: 9 Issue: 2. https://doi.org/10.54535/rep.1757746

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