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The Predictive Relationship between Pre-Service Teachers’ Self-Efficacy Belief, Attitudes towards Teaching Profession and Teaching Motivation

Year 2022, Volume: 9 Issue: 4, 705 - 718, 20.12.2022

Sultan Selen Kula

https://doi.org/10.33200/ijcer.1068573
Cited By: 1

Abstract

The aim of the study is to determine the relationship between self-efficacy beliefs, attitudes towards teaching profession and teaching motivation among pre-service teachers. The study, in which 364 pre-service teachers participated, is designed as a correlational survey model. Teachers’ Sense of Self-efficacy Scale, Attitude Scale of Teaching Profession and Motivation to Teach Scale are used as data collection tools. While the independent variables of the study are willingness to choose the teaching profession and academic success, dependent variables are teacher self-efficacy, attitudes towards teaching profession and teaching motivation. The result of the study suggests that as the general academic achievement average of pre-service teachers increase, their perceptions of teaching self-efficacy, teaching attitudes and teaching motivations also increase. The fact that pre-service teachers choose the teaching profession voluntarily affects their teaching self-efficacy perceptions, teaching attitudes and teaching motivations positively. There is a significant relationship between the pre-service teachers' teaching self-efficacy beliefs, their teaching attitudes towards teaching, and their teaching motivation levels. It is concluded that intrinsic motivation for teaching and teaching profession self-efficacy beliefs have a significant effect on attitude towards teaching.

Keywords

Teachers’ self-efficacy Attitudes towards teaching Teaching motivation Academic success

References

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Year 2022, Volume: 9 Issue: 4, 705 - 718, 20.12.2022

Sultan Selen Kula

https://doi.org/10.33200/ijcer.1068573
Cited By: 1

Abstract

References

  • Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95. https://doi.org/10.1177/088840649401700203
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  • Amri, A., & Ramdani, Z. (2021). Effect of organization commitment, work motivation, and work discipline on employee performance (case study: pt. pln (persero) p3b Sumatera upt Padang). International Journal of Educational Management and Innovation, 2(1), 88-99. https://doi.org/10.12928/ijemi.v2i1.3183
  • Atalmış, E., & Köse, A. (2018). Turkish prospective teachers’ attitudes towards the teaching profession: A meta-analysis study. Journal of Measurement and Evaluation in Education and Psychology, 9(4), 393-413. https://doi.org/10.21031/epod.410287
  • Ayık, A., & Ataş, Ö. (2014). The relationship between pre-service teachers’ attitudes towards the teaching profession and their motivation to teach. Journal of Educational Sciences Research, 4(1), 25-43.
  • Bakaç, E., & Özen, R. (2017). Relationship between pedagogical certificate program students’ attitudes and self-efficacy beliefs towards teacher profession. Kastamonu Education Journal, 25(4), 1389-1404.
  • Bandura, A. (1977). Self-Efficacy: toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Baş, G. (2021): Effect of student teachers’ teaching beliefs and attitudes towards teaching on motivation to teach: mediating role of self-efficacy. Journal of Education for Teaching, http://dx.doi.org/10.1080/02607476.2021.2006043
  • Bernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, (12), 25–36.
  • Brick, K., Cooper, J. L., Mason, L., Faeflen, S., Monmia, J., & Dubinsky, J. M. (2021). Tiered neuroscience and mental health professional development in Liberia improves teacher self-efficacy, self-responsibility, and motivation. Frontiers in Human Neuroscience, 15, 1-21. http://dx.doi.org/10.3389/fnhum.2021.664730
  • Budak, Y., & Kula, S. S. (2017). Perceptions of teacher candidates about teaching as a profession. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(2), 311-329. Retrieved from https://dergipark.org.tr/en/pub/kefad/issue/59416/853291
  • Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241. https://doi.org/10.1037/0022-0663.99.2.241
  • Bümen, N., & Ozaydin, T. (2013). Changes on teacher self-efficacy and attitudes towards teaching profession from candidacy to induction. Educatin and Science, 38(169), 109-125.
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences]. Ankara, PegemA.
  • Camadan, F., & Duysak, A. (2010). Comparing pre-service teachers’ attitudes in the different programs toward teaching profession in terms of different variables: Example of Rize University. The Journal of Sakarya University Education Faculty, 20(1), 30-42.
  • Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115–132. http://dx.doi.org/10.1007/s10212-011-0069-2
  • Chan, S. H., & Lay, Y. F. (2021). Effects of attitude, self-efficacy beliefs, and motivation on behavioural intention in teaching science. Eurasian Journal of Educational Research, 93, 219-262. http://dx.doi.org/10.14689/ejer.2021.93.11
  • Chien, H., Kao, C.-P., Yeh, I.-J., & Lin, K. (2012). Examining the relationship between teachers’ attitudes and motivation toward web-based professional development: A structural equation modeling approach. Turkish Online Journal of Educational Technology - TOJET, 11(2), 120–127.
  • Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran- Smith, & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 309–424). Mahwah, NJ: Lawrence Erlbaum Associates Pub.
  • Çakır, Ö. (2005). Anadolu üniversitesi açık öğretim fakültesi İngilizce öğretmenliği lisans programı ve eğitim fakülteleri İngilizce öğretmenliği lisans programı öğrencilerinin mesleğe yönelik tutumları ve mesleki yeterlik algıları [Attitudes towards the profession and perceptions of professional competence of Anadolu University open education faculty English teaching undergraduate program and education faculties English language teaching undergraduate program students]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 6(9), 27-42.
  • Çakır, Ö., Erkuş, A., & Kılıç, F. (2004). Mersin üniversitesi 1999-2000 yılı öğretmenlik meslek bilgisi programının (ÖMBP) çeşitli değişkenler açısından değerlendirilmesi [Evaluation of Mersin University's 1999-2000 Teaching Profession Program (ÖMBP) in terms of various variables]. Mersin Üniversitesi Araştırma Fonu Saymanlığı EF (ÖÇ) 2000-1 Nolu Araştırma Projesi.
  • Çam, E. & Üstün, A. (2016). The relation between professional attitude and life long learning tendency of teachers, Hitit University Journal of Social Sciences Institute, 9(1), 459–475. DOI: http://dx.doi.org/10.17218/Husbed.58800
  • Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81. Çapa Y., & Çil, N. (2010). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının farklı değişkenler açısından incelenmesi [Examination of teacher candidates' attitudes towards the teaching profession in terms of different variables]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 69–73.
  • Dadandi, İ., Kalyon, A., & Yazici, H. Eğitim fakültesinde öğrenim gören ve pedagojik formasyon eğitimi alan öğretmen adaylarının öz-yeterlik inançları, kaygı düzeyleri ve öğretmenlik mesleğine karşı tutumları [Teacher self-efficacy beliefs, concerns and attitudes towards teaching profession of faculty of education and pedagogical formation students]. Bayburt Eğitim Fakültesi Dergisi, 11(1), 253-269.
  • Darling-Hammond, L., & J. Baratz-Snowdon, eds. (2005). A good teacher in every classroom: preparing the highly qualified teachers our children deserve. San Francisco, CA: Jossey-Bass.
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. http://dx.doi.org/10.1207/s15327965pli1104_01.
  • Demirel, M. & Akkoyunlu, B. (2010). Öğretmen adaylarının öğretmenlik mesleğine ilişkin özyeterlik inançları ve tutumları [Self-Efficacy beliefs and attitudes of teacher candidates towards teaching profession]. Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Sempozyumu II. 16–18 Mayıs, Hacettepe Üniversitesi, Ankara, s. 244-252.
  • Demirtaş, H., Cömert, M., & Özer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 36(159), 96-111.
  • Fachmi, M., Mustafa, M., & Ngandoh, A. M. (2021). The role of motivation and professional competence in improving teacher performance. Journal of Digital Learning and Education, 1(01), 39-46. https://doi.org/10.52562/jdle.v1i01.14
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Sultan Selen Kula 0000-0002-1614-3431

Publication Date December 20, 2022
Published in Issue Year 2022 Volume: 9 Issue: 4

Cite

APA Kula, S. S. (2022). The Predictive Relationship between Pre-Service Teachers’ Self-Efficacy Belief, Attitudes towards Teaching Profession and Teaching Motivation. International Journal of Contemporary Educational Research, 9(4), 705-718. https://doi.org/10.33200/ijcer.1068573

Cited By

The Relationship between Lifelong Learning and Attitudes towards the Teaching Profession of Pre-service Teachers
Acta Educationis Generalis
https://doi.org/10.2478/atd-2023-0003
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