The purpose of this research was to examine the correlation amongst teaching-learning conceptions, teaching motivation, and perceptions towards ICT of teachers. While the present research adopted predictive design, the sample was consisted of teachers (n = 268) working in public high schools. In this research, teaching-learning conceptions, teaching motivation, and perceptions towards ICT scales were used. In the research, the correlations amongst teachers’ teaching-learning conceptions, teaching motivation, and perceptions towards ICT in teaching and learning process were calculated by conducting Pearson product-moment correlation analysis, and linear multiple regression analysis was used to identify the variables that predict perceptions towards ICT of the participating teachers. It was found in the research that there were significant correlations amongst teaching-learning conceptions, teaching motivation, and perceptions towards ICT. Also, constructivist teaching-learning conception and extrinsic teaching motivation were seen to predict perceptions of teachers towards ICT significantly.

这项研究的目的是检验教学理念，教学动机和教师对ICT的看法之间的相关性。尽管目前的研究采用预测性设计，但样本是由教师（n = 268）在公立高中工作。在这项研究中，使用了教学概念，教学动机和对ICT量表的看法。在研究中，通过进行Pearson乘积矩相关分析，计算了教师在教学过程中的教学观念，教学动机和对ICT的看法之间的相关性，并使用线性多元回归分析来确定预测变量。参与教师对ICT的看法。在研究中发现，教学概念，教学动机和对ICT的认识之间存在显着的相关性。同样，建构主义的教学理念和外部的教学动机被认为可以显着地预测教师对ICT的看法。