Teaching Motivation of In‐Service Teachers, Professional Identity, and Self‐Efficacy for Teaching Computational Thinking

ABSTRACT This study aims to examine the structures that affect the teaching motivation of in‐service teachers. In this context, self‐efficacy in teaching computational thinking and professional identity have been focused on. To that end, the relational screening model has been used. A demographic information form and three different scales were used to collect the data. The Teacher Professional Identity Scale has been adapted to Turkish culture for teachers in the context of this study. The Structural Equation Model was used in the analysis of the data. As a result of the research, teachers with a solid commitment to subject knowledge and academic standards are more likely to prioritise specific teaching orientations. However, no significant relationships were found between Instructor Identity Orientation (IIO) and T‐STEM Computational Thinking Self‐efficacy (SE), T‐STEM Computational Thinking Outcome Expectation (OE), Intrinsic Motivation (IM) and Extrinsic Motivation (EM). SE, in teaching computational thinking, displayed positive associations with Teacher‐centered Orientation (TCO), OE, and IM. This implies that teachers who feel confident in their ability to teach computational thinking tend to adopt a more teacher‐centered approach, have positive outcome expectations, and experience intrinsic motivation. Teaching motivation was positively associated with teachers' self‐efficacy and outcome expectancy beliefs for teaching computational thinking. The fact that teachers have the necessary equipment for their professional identities, examining the variables related to this competence, and developing suggestions is an essential reason for the importance of the current research and shedding light on future studies.