Predicting Vocational Satisfaction of Pre-Service ELT Teachers by Vocational Values

Abstract

Identification and recognition of the values that an individual possesses can help predict his future behaviors. In this context, it is important to examine the concept of values since it leads individual's preferences. It is also possible to see one’s value orientation in profession choice. Individuals are expected to work in professions where their values can be met. It can be assumed that values are also related to vocational satisfaction. Individuals caring about their independency would be more satisfied if their occupation allows them to work independently. According to the Theory of Work Adjustment, which examines the place of vocational values in occupational choice and occupational satisfaction, the harmony between the individuals’ values and the characteristics of the environment they work with ensures high vocational satisfaction. The aim of this study is to examine the relationship between the departmental satisfaction, vocational values and predicted reinforcer pattern for each type of value of pre-service English language teachers studying in Canakkale Onsekiz Mart University, Faculty of Education, and Department of English Language in the context of Work Adjustment theory. In this descriptive study, Turkish version of the Minnesota Importance Questionnaire (TMIQ) and Predicted Reinforcer Pattern (PRP) scale were used as data collection tools. Results of the study are presented using descriptive statistics, mean comparison tables and graphics. Although females were more satisfied than males, pre-service ELT teachers were found to being satisfied for choosing ELT major in general. Results suggest that the majority of ELT students believe that becoming a teacher will probably satisfy their needs associated to associated to achievement, altruism and safety. However, majority of ELT students believe that becoming a teacher will probably not satisfy their need for; autonomy, status and comfort.