Abstract
The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).
Highlights
Providing teachers with stable and successful professional development experience is a way to improve the quality of teaching and learning in 24 | Şenol Şen and Senar Temel institutions
The purpose of the current research was to analyse the relationship among preservice teachers' self-efficacy beliefs (TSEB) and attitudes towards the teaching profession (ATP)
While Nakip and Özcan, (2016) found that there is a significant correlation between TSEB and ATP of preservice teachers, Demirtaş, Cömert, and Özer, (2011) found that a positive, low and significant correlation exists
Summary
Providing teachers with stable and successful professional development experience is a way to improve the quality of teaching and learning in 24 | Şenol Şen and Senar Temel institutions. Teachers' self-efficacy belief is an important motivational component to enhance teachers' effectiveness in the teaching-learning process and directly influences classroom output (Pendergast, Garvis, & Keogh, 2011). Teacher efficacy is a self-regulating property facilitating teachers' use of their potential to raise students' learning and it is associated with patience (Gavora, 2010). Teacher self-efficacy, as mentioned by Woolfolk, Hoy and Hoy (2009), is one of several personal properties, which is associated with student achievement. It is teachers' belief that enables them to be aware of how well their students learn and achieve the educational goals and how much they can influence and improve their students (Dellinger, Bobbett, Olivier, & Ellett, 2008)
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