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The study sample includes 340 teachers reached through simple random sampling from public primary and secondary schools in Istanbul. Teachers’ motivation is measured with the Motivation Scale by Gagné et al. (2010), adapted into Turkish by Çevik and Köse (2017), and curriculum autonomy is assessed using the Teacher Autonomy Scale by Yolcu (2019). Results show high motivation and autonomy levels, significant differences by gender, seniority, education status, and project participation count, and a medium-level positive significant relationship between motivation and curriculum autonomy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluation-of-teachersmotivation-and-curriculum-autonomy-levels-1/602890/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluation-of-teachersmotivation-and-curriculum-autonomy-levels-1/602890.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the research?","Question",{"text":112,"@type":113},"The study aims to evaluate teachers’ motivation and curriculum autonomy levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ motivation and curriculum autonomy measured?",{"text":117,"@type":113},"Motivation was determined using the Motivation Scale developed by Gagné et al. (2010) and adapted into Turkish by Çevik and Köse (2017), while curriculum autonomy was assessed with the Teacher Autonomy Scale developed by Yolcu (2019).",{"name":119,"@type":110,"acceptedAnswer":120},"What main results were found regarding the relationship between motivation and autonomy?",{"text":121,"@type":113},"Teachers’ motivation and curriculum autonomy levels are high, and a medium-level, positive, significant relationship exists between them.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602890,1792117071,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Evaluation of Teachers’Motivation and Curriculum Autonomy Levels 1  \nB. Barış YILDIZ2  \nMinistry of Education  \nGökhan GÜNAY3  \nMinistry of Education  \nFatih Mutlu ÖZBİLEN4  \nMinistry of Education  \nAbstract  \nThe aim of this research is to evaluate teachers’ motivation and curriculum autonomy levels. The research is quantitative and descriptive and designed according to the survey model. The sample of the research consisted of 340 teachers who have been reached by simple random sampling method who have been worked in public primary and secondary schools in Istanbul. Motivation Scale developed by Gagné, Forest, Gilbert, Aube, Morin, and Malorni (2010) and adapted into Turkish by Çevik and Köse (2017) has been used to determine teachers’motivation levels. Teachers’ curriculum autonomy levels have been determined with The Teacher Autonomy Scale developed by Yolcu (2019) . According to the research results, teachers’ motivation and curriculum autonomy levels are high. It has been examined whether the motivation and curriculum autonomy levels of teachers differ significantly according to the variables gender, professional seniority, educational status and the number of projects participated in professional life. It has been found that the levels of motivation differ significantly according to gender and the levels of curriculum autonomy differ according to number of projects participated in professional life. Finally, the research has revealed that there is a medium-level, positive and significant relationship between teachers’ motivation and curriculum autonomy levels.  \nKeywords: Motivation, Teacher Motivation, Curriculum Autonomy  \nDOI: 10.29329/epasr.2020.345.15  \n1 This research was presented as a verbal statement at the 11th International Education Management Forum (EYFOR-XI) held on 17-21 November 2020; afterwards, the necessary regulations have been made and the research has been finalized.  \n2  \nDr., District Director of Education, Ministry of Education, Istanbul, Turkey, ORCID: 0000-0003-1247-3158  \n3 Teacher, Ministry of Education, Canakkale, Turkey, ORCID: 0000-0002-1430-9186  \n4  \nDr., School Principal, Ministry of Education, Istanbul, Turkey, ORCID: 0000-0003-3187-0028  \nCorrespondence: [fatihmutluozbilen@gmail.com](fatihmutluozbilen@gmail.com)  \nIntroduction  \nRapid changes and transformations in education and science cause changes in the needs of students and teachers as well as the need for new regulations regarding the educational process (Yazıcı, 2016). In other words, these changes bring new responsibilities to the field of education (Lee, 2014) . Education is expected to raise individuals who can understand the problems arising in the national and international arena, interpret them with a critical point of view, and express constructive thoughts by actively participating in social life in the context of democratic principles and elements. The teacher element comes to the fore in meeting the constantly changing expectations during the education process. The teacher is expressed as the driving force of change and a factor that makes a difference in the educational renewal process (Julião, 2018) . In other words, the teacher is an important figure that controls and balances the education process (Sehrawat, 2014) .  \nIt is thought that teachers with high motivation are needed for this process to be effective and efficient. As a matter of fact, as Özbilen, Günay and Yıldız (2020) stated, teacher motivation stands out as an important component of teacher quality. Teacher motivation is necessary for the education and training process in order to motivate students to learn, to realize educational reforms through teachers, and to ensure teachers’own personal satisfaction (Neves de Jesus & Lens, 2005) . Teacher motivation also has a role that affects job success (Sari & Yetkiner, 2020) . In addition, it can be said that teacher motivation will contribute to the redesign of the applied national education curriculums in ","cbCaim3hdqSNxlxz","https://ap.wps.com/l/cbCaim3hdqSNxlxz","pdf",538873,24,"English","# Abstract\n# Introduction","[{\"question\":\"What is the purpose of the research?\",\"answer\":\"The study aims to evaluate teachers’ motivation and curriculum autonomy levels.\"},{\"question\":\"How were teachers’ motivation and curriculum autonomy measured?\",\"answer\":\"Motivation was determined using the Motivation Scale developed by Gagné et al. (2010) and adapted into Turkish by Çevik and Köse (2017), while curriculum autonomy was assessed with the Teacher Autonomy Scale developed by Yolcu (2019).\"},{\"question\":\"What main results were found regarding the relationship between motivation and autonomy?\",\"answer\":\"Teachers’ motivation and curriculum autonomy levels are high, and a medium-level, positive, significant relationship exists between them.\"}]","Evaluation of Teachers’Motivation and Curriculum Autonomy Levels 1 | PDF",1792095405]