Pre-service Information Technology Teachers’ Self-Efficacy, Self-Esteem and Attitudes towards Teaching: A Four-Year Longitudinal Study

Year 2019, , 137 - 155, 16.04.2019

Ozcan Ozgur Dursun

https://doi.org/10.30935/cet.554478

Abstract

This study investigates the changes in self-efficacy perceptions,
professional self-esteem, and attitudes towards the teaching profession of
pre-service information technology teachers in accordance with their academic
achievement and career choices.  A
longitudinal research was conducted over a four-year time period with
participation of 40 pre-service teachers. The data were collected through three
separate scales at five different data collection points (entrance, freshman,
sophomore, junior and senior years) corresponding to their initial states and
their states at the end of each academic year. Findings indicated an
improvement in terms of attitude towards the teaching profession and teaching
self-efficacy through the time period. However, change in professional
self-esteem did not follow such a clear pattern. While grade point averages
(GPA) did not show significant relationships with attitude, self-efficacy or
self-esteem in earlier states, as the participants gained experience,
significant relationships arose among GPA, attitude and self-efficacy. Career
choices of pre-service teachers were examined under three categories: teaching,
coding and design. Preference for teaching was relatively high at the initial
state and continuously increased over time. As the participants progressed in
the program, their preference for coding and design increased as well. The
increase in career choices of pre-service teachers accords with the courses in
the program.

Keywords

Teacher training, Information technology education, Self-efficacy, Attitude, Self-esteem, Longitidunal study

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