Abstract
The purpose of the current study is to identify latent model of school belonging and teaching motivation on attitudes toward the teaching profession, and the relationship between the acceptance and exclusion dimension of school belonging, and the intrinsic and extrinsic motivation of teaching motivation. A sample of 534 undergraduate students was selected using a convenience sampling procedure. As a result, significant differences were observed between pre-service teachers' intrinsic and extrinsic motivations, their school commitment to acceptance and exclusion, and their attitudes toward the teaching profession. Multiple profiles among prospective teachers were identified through our extensive research.
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