Investigation of Science Teacher Candidates’ Professional Self-Esteem and Life Satisfaction

The aim of this research is investigated the professional self-esteem of science teacher candidates with life satisfaction in terms of various variables and to determine the relationship levels between them. The research data were obtained from 66 science teacher candidates who are studying in the Science Teaching Department of Ordu University. In the research, which uses relational scanning method, as a data collection tool; ‚Professional Self-Esteem Scale‛, ‚Life Satisfaction Scale‛ with together ‚Personal Information Form‛ created by the researcher were used. In this study, science teacher candidates' the relationship level between variables of 'Professional Self Esteem' and 'Life Satisfaction' was investigated by simple linear regression analysis and pearson correlation analysis. When the results of the research were evaluated, a positive direction and statistically significant relationship was found between professional self-esteem and life satisfaction. emotional intelligence and life satisfaction in psychological counselor in terms of various variables' conducted by Er (2017), it was observed that professional self-esteem and life satisfaction of guidance counselors were positively correlated. Results of these studies are consistent with the findings of our research results and supports the findings of this study.

teaching profession) and to determine the relationship levels between them. Within the framework of the general purpose of the study, those research questions are sought answer.
Do science teacher candidates' (STCs) professional self-esteem differentiate significantly in terms of parental education level? Do STCs' professional self-esteem differentiate significantly in terms of whether or not there is a teacher in the family? Do STCs' professional self-esteem differentiate significantly in terms of the reason for choosing a profession? Do STCs' life satisfaction differentiate significantly in terms of parental education level? Do STCs' life satisfaction differentiate significantly in terms of whether there is a teacher in the family? Do STCs' life satisfaction differentiate significantly in terms of the reason for choosing the teaching profession? Is there a meaningful relationship between STCs' professional self-esteem and life satisfaction?

Method
To determine science teachers candidates' the level of relationship between professional self-esteem and life satisfaction, the survey model was used. Survey model is used to investigate and explain a situation or reality that is still present in the past or today under its current conditions. The universe of the study consists of science teaching students studying at Ordu University, Faculty of Education in 2018-2019 academic years. In the research group determined by purposive sampling method, there are 66 volunteer teacher candidates studying in the 1 st , 2 nd , 3 rd and 4 th grades of science teaching.
In this research, ‚Professional Self-Esteem Scale‛, was developed by Arıcak, (1999), besides ‚Life Satisfaction Scale‛, was developed by Diener et al., (1985) and adapted by Köker (1991) and Yetim (1993) is used by taking the necessary permissions. Additionally, ‚Personal Information Form‛, developed by researcher, is used.
In order to determine the test techniques to be used in the analysis of the data, it was examined normality of distributions. In this study, science teacher candidates' the relationship level between variables of ‚Professional Self Esteem‛ and ‚Life Satisfaction‛ was investigated by simple linear regression analysis and Pearson correlation analysis.
Independent sample t-test and one-way analysis of variance (ANOVA) were used to determine the differences these two variables according to demographic characteristics.

Do STCs' professional self-esteem differentiate significantly in terms of parental education level?
It was found that STCs' professional self-esteem did not differentiate according to the educational status of the parents (p>0.05). According to the results of the study, the educational status of parents is not effective on the PSE levels of STCs. This result is similar to the results of Uslu's (2015) study. The study conducted by Uslu (2015) intended for social studies teacher candidates, it was concluded that the average professional self-esteem scores of the students did not change according to their parents' educational level. Obtained results from these studies are consistent with the findings of our research results and supports the findings of this study.

Do STCs' professional self-esteem differentiate significantly in terms of whether or not there is a teacher in the family?
It was determined that the STCs' professional self-esteem scores did not differentiate significantly in terms of the presence or absence of teachers in the family (p>0.05). In other words, professional self-esteem levels do not change according to whether they have teachers in STCs' family. This result is consistent with the studies improved by Bartan et al., (2013), and Uslu, (2015). At the results of research, the authors found that the presence of teachers in the family of candidate teachers did not make a significant difference in professional self-esteem scores. The results of these studies are consistent with the findings of the research and support this finding.

Do STCs' professional self-esteem differentiate significantly in terms of the reason for choosing a profession?
According to the findings of the research, as a result of the study conducted to determine whether there is a significant difference in the STCs scores according to the reasons for choosing the profession, it was found that STC's professional self-esteem significantly differed according to the reason for choosing the teaching profession. Those who prefer teaching because of 'Thinking that teaching / teaching science is a suitable profession for oneself' professional self-esteem was found to be significantly higher than those who preferred teaching due to 'failure place to other preferences -placement scores are sufficient for science teaching' and 'environmental-familial factors' reasons.

Do STCs' life satisfaction differentiate significantly in terms of parental education level?
It was obtained that STCs' life satisfaction did not differentiate according to parental education status (p>0.05). In respect of these findings, it would be said that the educational status of parents is not effective on the life satisfaction of STCs. The results obtained from the research are in line with the studies of Akyol (2013), and Kirişoğlu (2016). As a result of the study conducted by Akyol (2013) on adolescents with divorced and married couples, there was not shown significant difference between adolescents' loneliness, life satisfaction and social support levels in terms of parental educational status.

Do STCs' life satisfaction differentiate significantly in terms of whether there is a teacher in the family?
In consequence of the study, it was understood that the STCs' life satisfaction scores did not differentiate significantly according to the presence or absence of teachers in the family (p>0,05). In parallel with the results of Recepoğlu's (2013) study, which examined the relationship between teacher candidates' life satisfaction and their attitudes towards teaching profession, also this research, it was observed that whether there was a teacher in the family had no effect on life satisfaction.

Do STCs' life satisfaction differentiate significantly in terms of the reason for choosing the teaching profession?
As a result of the study, it was seem that STCs' life satisfaction scores differentiate significantly according to the reasons for choosing the teaching profession (p<0.05).
According to results, the students' life satisfaction levels who marked 'Thinking that teaching / teaching science is a suitable profession for oneself' reasons was determined as statistical that higher than the students who marked 'failure place to other preferences -placement scores are sufficient for science teaching' and 'environmental-familial factors' reasons. In the literature, it is possible to come across studies that are parallel to this research findings (Şahin, 2008;Pınar et al., 2015).

Is there a meaningful relationship between STCs' professional self-esteem and life satisfaction?
At the result of the correlation analysis, it was observed that the professional selfesteem and life satisfaction of the STCs who participated the research were positively and moderately correlated. As a result of the study called 'Examining of professional self-esteem,