Teaching Computer Science: Analyzing the Key Factors Affecting Educators' Professional Motivation

Abstract

Computer science education is crucial and demands pedagogical and technological challenges. Computer science educators must enjoy computing and pedagogy. This study examined computer science educators' professional motivation. To assess the factors that affect computer science faculty professional motivation, a valid and accurate scale has been established. Quantitative correlational relational survey model is used in the study. The scale was developed using data from 798 computer science academics in Turkey's provinces. Data was collected in three phases. The Exploratory Factor Analysis (EFA) was conducted with 246 teachers, the Confirmatory Factor Analysis (CFA) with 366 teachers, and the final application with 186 teachers. The data analysis program was SPSS 25.0 and AMOS 24.0. According to the findings, CFA was used to investigate a structure with 18 elements and two factors. The findings showed that instructors' motivation perspectives did not differ by gender, university, years in the profession, or city of assignment. However, educational differences were seen in employment.