The Relationship Among Pre-service Teachers' Public Service Motivation, Intention to Work Public Sector and Teacher Professional Identity

Abstract

This study aims to investigate that pre-service teachers' levels of public service motivation have relationship with their perceptions of their professional identities as teachers and how those identities differ in terms of their intention to work in the public sector. The research was designed using the cross-sectional survey model of the quantitative research method. Pre-service teachers registered in the 2023–2024 academic year at a university in Türkiye's Central Black Sea region's faculty of education constitute the sample. We used the Personal Information Form, Public Service Motivation Scale, and Early Professional Teacher Identity Scale to collect data. 557 pre-service teachers, 418 (75%) female and 139 (25%) male, participated in the study. The findings showed that pre-service teachers had above-medium levels of public service motivation and professional identity. A significant relationship between professional identity and public service motivation, as well as the sub-dimensions of public service motivation, was found using correlation analysis. To find out if there is any predictive power for professional identity based on the public service motivation sub-dimensions and their potential influence, we used multiple linear regression analysis. The regression model tested within the research questions was significant, and the proposed model explained 25% of the total variance of teacher professional identity. Some suggestions have been made for future studies, considering the limitations encountered during the research process.

Keywords

• Public service motivation
• teacher professional identity
• intention to work for the public sector
• pre-service teacher
• teacher education.

Öğretmen Adaylarının Kamu Hizmeti Motivasyonları ve Kamuda Görev Alma Niyetleri ile Öğretmen Mesleki Kimliği Algıları Arasındaki İlişki

Abstract

Bu araştırmanın amacı, öğretmen adaylarının kamu hizmetine yönelik motivasyon düzeyleri ile öğretmenlik mesleğine ilişkin kimlik algıları arasında anlamlı bir ilişki olup olmadığını belirlemek ve mesleki kimlik algısının, kamu sektöründe çalışma niyetleri üzerindeki etkisini incelemektir. Araştırma nicel araştırma yöntemlerinden kesitsel tarama modelinde tasarlanmıştır. Bu araştırmanın örneklemi, 2023-2024 akademik yılında Türkiye'nin Orta Karadeniz bölgesindeki bir üniversitenin eğitim fakültesinde öğrenim gören öğretmen adaylarından oluşmaktadır. Veri toplama aracı olarak kişisel bilgi formu, Kamu Hizmeti Motivasyonu Ölçeği ve Meslek Öncesi Öğretmen Kimliği Ölçeği kullanılmıştır. Araştırmada ulaşılan sonuçlara göre; öğretmen adaylarının mesleki kimlik algısı ve kamu hizmeti motivasyon düzeylerinin orta düzeyin üzerinde olduğu bulunmuştur. Yapılan korelasyon analizine göre, mesleki kimlik ile kamu hizmeti motivasyonu ve kamu hizmeti motivasyonunun alt boyutları arasında orta düzeyde anlamlı bir ilişki olduğu görülmüştür. Kamu hizmeti motivasyonunun alt boyutlarının mesleki kimlik üzerindeki olası etkisini ve varsa yordama gücünü belirlemek için çoklu doğrusal regresyon analizi uygulanmıştır. Araştırma soruları kapsamında test edilen regresyon modeli anlamlı bulunmuş ve önerilen model öğretmen mesleki kimliğine ilişkin toplam varyansın %25'ini açıklamıştır. Araştırma sırasında karşılaşılan sınırlıklar dikkate alınarak, gelecekteki çalışmalar için çeşitli öneriler sunulmuştur.

Keywords

• Kamu hizmeti motivasyonu
• öğretmen mesleki kimliği
• kamuda görev alma niyeti
• öğretmen adayı
• öğretmen eğitimi.

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