Abstract
This study aims to analyse prospective teachers’ self-efficacy beliefs, teaching motivation, and attitudes towards teaching from the aspect of a number of variables. The research data were collected through “Teachers’ Sense of Self-efficacy Scale”, “Motivation to Teach Scale”, “Attitude Scale of Teaching Profession”. The study group was composed of 543 undergraduate students and taking teaching formation courses. Consequently, it was found that the prospective teachers who had chosen the department of study or graduation voluntarily had higher self-efficacy, motivation and attitudes than those who had not chosen the department voluntarily. The difference was found significant for both independent variables, but the interaction effect of the independent variables was not found significant for the dependent variables considered in this study. In addition to that, on examining the correlations between variables, it was found that the highest correlation was between intrinsic motivation and attitudes whereas the lowest correlation was between self-efficacy and motivation. The regression analysis performed indicated that attitudes had significant effects on self-efficacy and motivation. The findings suggested that such factors as attitudes, self-efficacy, and motivation should be taken into consideration in teacher training, and that other variables thought to have significant effects on teaching profession should also be analysed in studies to be conducted in the future.
Highlights
The most important component of an educational system is, undoubtedly, the teacher
Two-way MANOVA was performed in order to find whether or not there were any significant differences between grade point averages
The difference between the two was found significant for both independent variables according to MANOVA results, but it was not found significant for the dependent variables which were considered with the effects of interactions between independent variables
Summary
The most important component of an educational system is, undoubtedly, the teacher. The success of an educational system depends on the qualities of teachers who are to put the system into action (Özkan & Arslantaş, 2013; Yeşil & Şahan, 2015). A system’s effective functioning depends on teachers’ properties. Affective features, beside teachers’ knowledge and skills, are as important as cognitive properties. Apart from that, teaching is a profession requiring affective domain abilities such as attitudes and behaviours in addition to cognitive domain competencies (Varış, 1998). The above-mentioned affective properties include teachers’ motivation, their attitudes towards teaching, and their self-belief (self-efficacy, self-identity). It is thought that such factors as self-efficacy, motivation, and attitude can influence mainly students’ eagerness to learn, and interest in a course, and students’ performance, and it can influence students’ academic achievement (Kan & Akbaş, 2005)
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