Examining the contributions of support and class belonging to preservice teachers’ career motivation in Turkey

Year 2018, Volume: 7 Issue: 4, 196 - 209, 31.10.2018

Muhammet Mustafa Alpaslan , Ozgur Ulubey , Kasim Yildirim

https://doi.org/10.19128/turje.458535

Abstract

This study aims to
examine the contribution of the perceived support and sense of class belonging
to pre-service teachers’ career motivation. A total of 670 pre-service teachers
majoring in various teaching areas including science, social studies, Turkish
and mathematics at a state university in Aegean Region participated in the
study. Self-report questionnaires including the FIT-Choice Scale, the
Psychological Sense of School Membership Scale, and the Support Scale were used
as data collection tools. Hierarchical multiple regression analysis was
utilized to determine the extent to what level of the variance explained in the
motivational factors and the perception about teaching by support and sense of
class belonging. Results of analysis showed statistically significant relations
between sense of class belonging and the FIT-Choice scale. Additional to this,
it was found to be statistically significant relations between the support
types and the FIT-Choice scale, while support from instructors was the
strongest predictor of motivation. Future directions and implications were
discussed.

Keywords

Sense of belonging, Support, Teacher career motivation, Teacher education

Türkiye’de destek ve sınıfa aitlik algısının öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonuna katkısının

Abstract

Bu araştırmada, öğretmen adaylarının sınıfa aitlik ve algılanan destek düzeylerinin öğretmenlik mesleğine yönelik motivasyona katkısının incelenmesi amaçlanmıştır. Araştırmaya, Ege Bölgesindeki bir devlet üniversitesinde, fen bilgisi, sosyal bilgiler, Türkçe ve matematik öğretmenliği alanlarında öğrenim gören toplam 670 öğretmen adayı katılmıştır. Veri toplama araçları olarak Öğretmenin Seçimine Etki Eden Faktörler, Okula Aidiyet Duygusu ve Destek Ölçekleri kullanılmıştır. Veriler hiyerarşik çoklu regresyon analizi tekniği ile çözümlenmiştir. Analiz sonuçları, sınıf aidiyeti duygusu ile öğretmenlik mesleğine yönelik motivasyon arasında istatistiksel olarak anlamlı ilişkiler olduğunu göstermiştir. Buna ek olarak, destek türleri ile öğretmenlik mesleğine yönelik motivasyon arasında istatistiksel olarak anlamlı ilişkiler olduğu ve öğretim üyelerinden alınan desteğin öğretmenlik mesleğine yönelik motivasyonun en güçlü belirleyicisi olduğu belirlenmiştir. Eğitimsel uygulamalar ve öneriler tartışılmıştır.

Keywords

Aitlik algısı, Destek, Öğretmen kariyer motivastonu, Öğretmen Eğitimi

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