Çukurova Üniversitesi Eğitim Fakültesi Dergisi 1302-9967 2149-116X Cukurova University 10.14812/cuefd.1623936 Teacher Education and Professional Development of Educators Turkish Education Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi Türkçe Eğitimi Unraveling the Connections between Competence, Life Satisfaction, and Teaching Motivation in Turkish Language Teacher Education Türkçe Öğretmeni Eğitiminde Yeterlik, Yaşam Doyumu ve Öğretme Motivasyonu Arasındaki Bağlantıların Çözülmesi https://orcid.org/0000-0002-7040-1593 Gülbahar Bahadir KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ https://orcid.org/0000-0002-1440-7114 Yildizhan Sümeyye MİLLÎ EĞİTİM BAKANLIĞI 04 30 2026 55 1 75 115 01 20 2025 07 05 2025 Copyright © 2000, Cukurova University Faculty of Education Journal 2000 Cukurova University Faculty of Education Journal

This quantitative study examines the relationships among prospective Turkish language teachers’ personal and professional competencies, life satisfaction, and teaching motivation, and explores the effects of selected demographic variables on these constructs. A relational survey design was used, and data were collected from senior students enrolled in Turkish Language Teaching Departments at several state universities during the 2023-2024 academic year. The instruments included the Teaching Motivation Scale, the Perceived Personal and Professional Competencies Scale, and the Life Satisfaction Scale. Analyses were conducted using SPSS 24.0. Skewness and kurtosis values confirmed normal distribution, allowing the use of parametric tests. Pearson correlation analysis examined relationships among variables, while independent samples t-tests and one-way ANOVA were used for demographic comparisons. Results revealed a weak but positive relationship between perceived competence and teaching motivation, a slight positive association between life satisfaction and competence perceptions, and a moderate positive relationship between life satisfaction and teaching motivation. The mediating roles of teaching motivation and perceived competence were also examined. Overall, findings indicated that prospective teachers showed high teaching motivation, adequate professional competence perceptions, and moderate life satisfaction. These results offer important implications for teacher education programs and provide guidance for curriculum developers and policymakers.

Bu nicel araştırma, Türkçe öğretmeni adaylarının kişisel ve mesleki yeterlikleri, yaşam doyumları ve öğretme motivasyonları arasındaki ilişkileri incelemeyi ve bazı demografik değişkenlerin bu yapılar üzerindeki etkilerini ortaya koymayı amaçlamaktadır. Araştırmada ilişkisel tarama modeli kullanılmış, veriler 2023-2024 Eğitim-Öğretim Yılı’nda çeşitli devlet üniversitelerinin Türkçe Öğretmenliği bölümlerinde öğrenim gören son sınıf öğrencilerinden toplanmıştır. Veri toplama araçları olarak Öğretme Motivasyonu Ölçeği, Algılanan Kişisel ve Mesleki Yeterlikler Ölçeği ve Yaşam Doyumu Ölçeği kullanılmıştır. Verilerin analizi SPSS 24.0 programı ile gerçekleştirilmiştir. Çarpıklık ve basıklık değerleri verilerin normal dağılım gösterdiğini ortaya koymuş ve parametrik testlerin kullanılmasına olanak sağlamıştır. Değişkenler arasındaki ilişkiler Pearson korelasyon analizi ile incelenirken demografik değişkenlere göre farklılıklar bağımsız örneklemler t-testi ve tek yönlü varyans analizi (ANOVA) ile analiz edilmiştir. Bulgular, algılanan kişisel-mesleki yeterlik ile öğretme motivasyonu arasında zayıf ancak pozitif; yaşam doyumu ile yeterlik algısı arasında düşük düzeyde pozitif; yaşam doyumu ile öğretme motivasyonu arasında ise orta düzeyde pozitif bir ilişki olduğunu göstermiştir. Ayrıca öğretme motivasyonu ve algılanan yeterliğin bu ilişkilerdeki aracı rolleri incelenmiştir. Genel olarak öğretmen adaylarının öğretme motivasyonlarının yüksek, mesleki yeterlik algılarının yeterli ve yaşam doyumlarının orta düzeyde olduğu belirlenmiştir. Bu bulgular, öğretmen eğitimi programlarının geliştirilmesi açısından önemli çıkarımlar sunmaktadır.

 Personal and Professional Competence Life Satisfaction Teaching Motivation Turkish Language Teacher Candidates Teacher Training. Kişisel ve Mesleki Yeterlilik Yaşam Doyumu Öğretme Motivasyonu Türkçe Öğretmeni Adayları Öğretmen Yetiştirme. Akpınar, E., Yıldız, E., Ergin, Ö. (2006). Fen bilgisi öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (19). Aydın, M. (2022). Öğretmen Stresinin Kuramsal Çerçevesi ve Konuyla İlgili Yapılan Araştırmalar. Journal of Social Research and Behavioral Sciences, 8(16), 429-442. https://doi.org/10.52096/jsrbs.8.16.27 Aydın, Y. (2015). The relationship between organizational silence, favoritism in school management, and teachers’ self-efficacy perceptions [Master’s thesis, Gazi University, Institute of Educational Sciences]. Ankara, Turkey. https://doi.org/10.14527/kuey.2016.007 Bakker, A. B., & Demerouti, E. (2007). The job demands‐resources model: State of the art. Journal of managerial psychology, 22(3), 309-328. https://doi.org/10.1108/02683940710733115 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191 Bandura, A. (1995). Exercise of Personal and Collective Efficacy in Changing Societies. A. Bandura (Ed.), Self Efficay in Changing Societies (1-45). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511527692 Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1 Bardach, L., & Klassen, R. M. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30, 100312. https://doi.org/10.1016/j.edurev.2020.100312 Bardach, L., & Klassen, R. M. (2021). Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist, 56(4), 283-297. https://doi.org/10.1080/00461520.2021.1991799 Baroudi, S., Tamim, R., & Hojeij, Z. (2022). A quantitative investigation of intrinsic and extrinsic factors influencing teachers’ job satisfaction in Lebanon. Leadership and policy in schools, 21(2), 127-146. https://doi.org/10.1080/15700763.2020.1734210 Başdal, M. (2021). Öğretmen Adaylarının Mesleki Kimlikleri, Öğretmen Özyeterlik İnançları ve Öğretme Motivasyonları Arasındaki İlişkiler. (Yayınlanmamış Yüksek Lisans Tezi). Bolu Abant İzzet Baysal Üniversitesi/Lisansüstü Eğitim Enstitüsü, Bolu. Büyüköztürk, Y. Ş., Aygün, Ö., Çakmak, E. K., Karadeniz, Ş. (2016). Bilimsel Araştırma Yöntemleri. Pegem Akademi. https://doi.org/10.14527/9789944919289 Calkins, L., Wiens, P., Parker, J., & Tschinkel, R. (2024). Teacher motivation and self-efficacy: How do specific motivations for entering teaching relate to teacher self-efficacy?. Journal of Education, 204(2), 427-438. https://doi.org/10.1177/00220574221142300 Candan, D. G., Gencel, İ. E. (2015). Öğretme motivasyonu ölçeğini Türkçeye uyarlama çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(36), 72-89. Chang, T. J., & Sung, Y. T. (2024). Does teacher motivation really matter? Exploring the mediating role of teachers’ self-efficacy in the relationship between motivation and job satisfaction. The Asia-Pacific Education Researcher, 1-11. https://doi.org/10.1007/s40299-023-00803-4 Curtis, E. A., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational research. Nurse researcher, 23(6). https://doi.org/10.7748/nr.2016.e1382 Dağlı, A., Baysal, N. (2016). Yaşam doyumu ölçeğinin Türkçeye uyarlanması: geçerlik ve güvenirlik çalışması. Elektronik Sosyal Bilimler Dergisi, 15(59). https://doi.org/10.17755/esosder.263229 Deci, E. L., Ryan, R., (1985), Intrinsic Motivation and Self Determination in Human Behavior. New York: Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7 Demirtaş, H., Cömert, M., Özer, N. (2011). Öğretmen adaylarının özyeterlik inançları ve öğretmenlik mesleğine ilişkin tutumları. Eğitim ve Bilim, 36(159). https://doi.org/10.15390/ES.2011.910 Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13 Dikmen, M. (2021). Öğretmen adaylarının öğretme motivasyonu: Bir karma yöntem çalışması. E-Kafkas Journal of Educational Research, 8(2), 213-232. https://doi.org/10.30900/kafkasegt.951038 Esteve-Mon, F. M., Llopis-Nebot, M. Á., & Adell-Segura, J. (2020). Digital teaching competence of university teachers: A systematic review of the literature. IEEE revista Iberoamericana de Tecnologías del aprendizaje, 15(4), 399-406. https://doi.org/10.1109/RITA.2020.3033225 Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38(1), 109-130. https://doi.org/10.1007/s10212-022-00601-4 Fütterer, T., van Waveren, L., Hübner, N., Fischer, C., & Sälzer, C. (2023). I can't get no (job) satisfaction? Differences in teachers' job satisfaction from a career pathways perspective. Teaching and Teacher Education, 121. https://doi.org/10.1016/j.tate.2022.103942 Garzón Artacho, E., Martínez, T. S., Ortega Martin, J. L., Marin Marin, J. A., & Gomez Garcia, G. (2020). Teacher training in lifelong learning—The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12(7), 2852. https://doi.org/10.3390/su12072852 Gilar-Corbi, R., Perez-Soto, N., Izquierdo, A., Castejón, J. L., & Pozo-Rico, T. (2024). Emotional factors and self-efficacy in the psychological well-being of trainee teachers. Frontiers in Psychology, 15, https://doi.org/10.3389/fpsyg.2024.1434250 Güven, S., Kırat, E. (2021). Öğretmen adaylarının öğretmen profesyonelliğine ilişkin görüşlerinin incelenmesi. Eğitimde Kuram ve Uygulama, 17(2), 79-104. https://doi.org/10.17244/eku.995986 Hayes, A. F. (2015). An index and test of linear moderated mediation. Multivariate behavioral research, 50(1), 1-22. https://doi.org/10.1080/00273171.2014.962683 Hayes, A. F., & Preacher, K. J. (2014). Statistical mediation analysis with a multicategorical independent variable. British journal of mathematical and statistical psychology, 67(3), 451-470. https://doi.org/10.1111/bmsp.12028 Holzberger, D., Maurer, C., Kunina-Habenicht, O., & Kunter, M. (2021). Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being. Teaching and Teacher Education, 100. https://doi.org/10.1016/j.tate.2021.103285 Hustler, D., & McIntyre, D. (Eds.). (2024). Developing Competent Teachers: Approaches to professional competence in teacher education. Taylor & Francis. https://doi.org/10.4324/9781003469308 Karasakaloğlu, N., Saracaloğlu, A. S. (2009). Sınıf öğretmeni adaylarının Türkçe derslerine yönelik tutumları, akademik benlik tasarımları ile başarıları arasındaki ilişki. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 343-362. Kazu H., Demiralp, D. (2021). Öğretmen Adaylarına Yönelik Kişisel-Mesleki Yeterlik Algısı Ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim Yönetimi: Teori ve Uygulama, 23 (3), 425-464. https://doi.org/10.17679/inuefd.1076546 Lovett, S. (2022). Understanding values embedded in the leadership of reciprocal professional learning by teachers. In Leadership for Professional Learning (pp. 133-146). Routledge. https://doi.org/10.4324/9781003357384-9 Luque-Reca, O., García-Martínez, I., Pulido-Martos, M., Burguera, J. L., & Augusto-Landa, J. M. (2022). Teachers’ life satisfaction: A structural equation model analyzing the role of trait emotion regulation, intrinsic job satisfaction and affect. Teaching and Teacher Education, 113. https://doi.org/10.1016/j.tate.2022.103668 McKennell, A. C. (1965). Correlational analysis of social survey data. The Sociological Review, 13(2), 157-181. https://doi.org/10.1111/j.1467-954X.1965.tb01135.x Molina-Moreno, P., Molero-Jurado, M. D. M., Pérez-Fuentes, M. D. C., & Gázquez-Linares, J. J. (2024, August). Analysis of personal competences in teachers: a systematic review. In Frontiers in Education (Vol. 9, p. 1433908). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1433908 Nguyen, N. T. L. (2023, April). How to develop four competencies for teacher educators. In Frontiers in Education (Vol. 8, p. 1147143). Frontiers Media SA. https://doi.org/10.3389/feduc.2023.1147143 Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International journal of environmental research and public health, 18(23). https://doi.org/10.3390/ijerph182312763 Pee, S., & Vululleh, N. (2020). Role of universities in transforming society: Challenges and practices. International perspectives on policies, practices & pedagogies for promoting social responsibility in higher education, 67-79. https://doi.org/10.1108/S2055-364120200000032005 Presti, A. L., Capone, V., Aversano, A., & Akkermans, J. (2022). Career competencies and career success: On the roles of employability activities and academic satisfaction during the school-to-work transition. Journal of Career Development, 49(1), 107-125. https://doi.org/10.1177/0894845321992536 Recepoğlu, S., Recepoğlu, E. (2020). Öğretmen adaylarının özyeterlik algıları ile öğretmenlik mesleğine yönelik motivasyonları arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(4), 799-814. https://doi.org/10.16986/HUJE.2019053943 Richardson, P. W., & Watt, H. M. (2014). Why people choose teaching as a career: An expectancy-value approach to understanding teacher motivation. In Teacher motivation (pp. 3-19). Routledge. https://doi.org/10.4324/9780203119273-1 Rombaoa Tanaka, N., Boyce, L. K., Chinn, C. C., & Murphy, K. N. (2020). Improving early care and education professionals’ teaching self-efficacy and well-being: A mixed methods exploratory study. Early education and development, 31(7), 1089-1111. https://doi.org/10.1080/10409289.2020.1794246 Sari, H., & Yetkiner, A. (2020). Relationships between Job Satisfaction, Motivation and Life Satisfaction in the Teachers: A Structural Equation Modeling Study. International Journal of Progressive Education, 16(3). https://doi.org/10.29329/ijpe.2020.248.16 Sentürk, C., & Zeybek, G. (2019). Teaching-Learning Conceptions and Pedagogical Competence Perceptions of Teachers: A Correlational Research. Research in Pedagogy, 9(1), 65-80. https://doi.org/10.17810/2015.92 Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038. https://doi.org/10.1016/j.tate.2011.04.001 Song, H., Gu, Q., & Zhang, Z. (2020). An exploratory study of teachers’ subjective wellbeing: Understanding the links between teachers’ income satisfaction, altruism, self-efficacy and work satisfaction. Teachers and Teaching, 26(1), 3-31. https://doi.org/10.1080/13540602.2020.1719059 Stratton, S. J. (2021). Population research: convenience sampling strategies. Prehospital and disaster Medicine, 36(4), 373-374. https://doi.org/10.1017/S1049023X21000649 Topchyan, R., & Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement?. Education and Urban Society, 53(2), 119-145. https://doi.org/10.1177/0013124520926161 Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71-97. https://doi.org/10.1080/00131911.2019.1705247 Travers, C. J., & Cooper, C. L. (2024). Mental health, job satisfaction and occupational stress among UK teachers. In Managerial, occupational and organizational stress research (pp. 291-308). Routledge. https://doi.org/10.4324/9781315196244-24 Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801