Unraveling the Connections between Competence, Life Satisfaction, and Teaching Motivation in Turkish Language Teacher Education

Abstract

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.

Keywords

• Personal and Professional Competence
• Life Satisfaction
• Teaching Motivation
• Turkish Language Teacher Candidates
• Teacher Training.

Türkçe Öğretmeni Eğitiminde Yeterlik, Yaşam Doyumu ve Öğretme Motivasyonu Arasındaki Bağlantıların Çözülmesi

Abstract

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.

Keywords

• Kişisel ve Mesleki Yeterlilik
• Yaşam Doyumu
• Öğretme Motivasyonu
• Türkçe Öğretmeni Adayları
• Öğretmen Yetiştirme.

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