The Relationship Teachers Attitude toward the Use of Educational Technologies in Teaching Process with Motivation and Academic Achievement

The purpose of the present study was to determine the relationship between teachers' attitude towards the use of educational technologies in teaching process with academic motivation and academic achievement of students. This is a descriptive correlational and applied study. The statistical population consisted of all teachers of the first high school of Mirjaveh (286). The statistical sample was selected by Cochran formula and 164 individuals were selected through simple random sampling. Three questionnaires of academic achievement (Asadi & Gangi, 2010), academic motivation (Rashid et al, 2012) and educational technology (Satari et al, 2011) were used for data collection. The face validity of the tool has been confirmed by experts and experts. Cronbach's alpha was 0.75, 0.78 and 0.71, respectively. Pearson correlation coefficient, independent t-test and one-way ANOVA were used to analyze the data. The results showed that there is a significant relationship between teachers' attitude towards the use of educational technologies in teaching process with academic motivation, academic achievement and between educational attitudes and students' academic achievement, and between teachers' attitude towards the use of educational technologies in teaching process, There is no difference in gender and field of instruction, but there is a significant difference in teaching history.