%0 Journal Article
%T THE MOTIVATION OF LEISURE TIME ACTIVITIES PARTICIPATION OF THE TEACHERS IN THE INSTITUTIONS OF PRIMARY EDUCATION IN KE£¿£¿£¿REN PROVINCE OF ANKARA
%A Velittin BALCI
%J -
%D 2018
%X The evaluation of growing leisure time together with the development of technology has become an important issue today. Teachers¡¯ participation into these types of leisure activities and the motivation levels are extremely important in terms of the education sector. For this purpose, in the said study; the motivation of leisure time activities participation of the teachers in off-hours was examined. The population of the study consists of the teachers from various fields working in the primary schools in Ke£¿i£¿ren district of Ankara. The survey sample group consists of 1075 male and female teachers randomly selected among approximately 4,700 teachers working in the primary schools in Ke£¿i£¿ren district. In the study, Leisure Motivation Questionnaire (LMQ) which was developed by Mutlu, £¿. (2008) was used and the results were analyzed with the statistical methods.According to the results; it has been observed that thesignificant differences have been derived because of the independent variables discussed in the five sub-dimensions of Leisure Motivation Questionnaire (LMQ) but these differences have increased at most in the sub-dimensions; ¡®amotivation¡¯, ¡®to know and to accomplish¡¯ and ¡®external regulation¡¯.It has been found out that the motivation of participating leisure time activities for 45 + age group depends on the external factors, however, the motivation of the younger teachers depend on internal factors.It has been found out that the women¡¯s motivation unlike the men¡¯s are higher in all sub-dimensions except ¡®external regulation¡¯ but the teachers with a 24 + length of service have less motivation. It has been observed that the teachers of Social Sciences group have higher scores as compared with the teachers of Art&Physical Education and Elementary school teachers groups both in the dimensions of ¡®to know and to accomplish¡¯ and ¡®identified / introjected¡¯.Moreover, It has been concluded that the education factor increases the motivation in the sub-dimension ¡®to know and to accomplish¡¯, yet, the marital status and the income level variables don¡¯t increase the motivation of leisure time activities participation of the teachers
%K Bo£¿ zaman
%K motivasyon
%K £¿£¿retmen
%U http://dergipark.org.tr/omuspd/issue/36264/412516