Abstract
In this study, the relationship between attitudes of pedagogical formation program pre-service teachers towards teaching profession and their self-efficacies has been examined. In this case, the effect of graduation branches of the pre-service teachers on teacher self-efficacies and the effect of teacher self-efficacies on attitudes towards teaching profession have been investigated. From this aspect, this research has the characteristics of causal-comparative research. Being suitable for the purpose of this research, it has been carried out with 300 pre-service teachers registered to pedagogical formation training certificate program at a state university in Turkey. Being conducted on pre-service teachers and established scaling models incidental to “Attitude Scale towards Teaching Profession” and “Teacher Self-Efficacy Scale” has been confirmed and the conformity index values obtained from the scaling model have shown good conformity. It is also seen that the structural equation model which is established in order to test the effect of branches on teacher self-efficacies and the effect of teacher self-efficacies on attitudes towards teaching profession has been confirmed and conformity index values have shown good conformity.
Highlights
In recent years, a lot of studies have been done on attitude and self-efficacy levels of teachers which have important effects on the motivation and achievements of pre-service teachers
How is the scaling model of pedagogical formation program pre-service teachers related to the teacher self-efficacies?
When we look at the studies that have been done on self-efficacy, Denzine, Cooney and McKenzie, who describe self-efficacy as the teachers’ beliefs about their own abilities in affecting pre-service teacher and learning process positively, have applied confirmatory factor analysis in the study that they have done with 387 pre-service teachers in order to investigate the validity of “Teacher Efficacy Scale” (2005, pp. 689-708)
Summary
A lot of studies have been done on attitude and self-efficacy levels of teachers which have important effects on the motivation and achievements of pre-service teachers. The more the efficacies of individuals increase, the more their performance and productivity will increase because of the effect on learning and teaching. These efficacies required by teaching profession show that a teacher can fulfill teaching by showing success both cognitively and emotionally-individually. Bandura (1977), who is one of the pioneers of social learning theory asserting that self-efficacy affects behaviors of individuals positively, explain it by grounding on cognitive basics. In this regard, self-efficacy is described as individual’s belief about being able to overcome a particular situation or a problem Self-efficacy beliefs provide the foundation of human motivation, well-being and personal accomplishment because unless people believe that their actions can produce the outcomes they desire, they have little incentive to act or to persevere when they face obstacles (Erdem & Demirel, 2007)
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