Teaching Computer Science: Analysing the Key Factors Affecting Educators' Professional Motivation
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| Title: | Teaching Computer Science: Analysing the Key Factors Affecting Educators' Professional Motivation |
|---|---|
| Language: | English |
| Authors: | Özcan Toy, Serhat Bahadır Kert |
| Source: | International Journal of Computer Science Education in Schools. 2026 7(3). |
| Availability: | International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Computer Science Education, Teacher Motivation, Teacher Characteristics, Elementary School Teachers, Secondary School Teachers, Gender Differences, Teaching Experience, Geographic Location, Foreign Countries, Teaching Conditions |
| Geographic Terms: | Turkey |
| ISSN: | 2513-8359 |
| Abstract: | Computer science education is essential and presents both pedagogical and technological problems. Computer science educators must possess a passion for computing and education. This study investigated the professional motivation of computer science educators. A robust and reliable scale has been developed to evaluate the elements influencing the professional motivation of computer science instructors. The study used a quantitative correlational survey model. The scale was created utilizing data from 798 computer science scholars across Turkey's provinces. Data was gathered in three stages. The Exploratory Factor Analysis (EFA) involved 246 instructors, the Confirmatory Factor Analysis (CFA) included 366 teachers, and the final application encompassed 186 teachers. The data analysis software utilized was SPSS version 25.0 and AMOS version 24.0. The findings indicate that CFA was employed to examine a structure comprising 18 elements and two factors. The results indicated that instructors' motivation did not significantly vary based on gender, alma mater, years of experience, or location of assignment. A notable disparity was detected in the management factor based on the educational level of the teachers (primary, secondary, or high school). Independent samples t-tests revealed no significant difference in motivation scores based on gender (t[184]=0.102; p>0.05). ANOVA results indicated no significant differences based on years of professional experience (p=0.068; p<0.05) or city of assignment (p=0.199; p<0.05). ANOVA indicated a significant impact of educational level (p=0.058; p<0.05) on the management-based factor. Post hoc comparisons (Tukey HSD) revealed that high school teachers exhibited considerably greater management-related motivation than their counterparts at the primary and secondary levels. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505673 |
| Database: | ERIC |
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