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

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

Kaynakça

1. Abbitt, J.T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
2. Afshari, M., Abu Bakar, K., Luan, W.S., Abu Samah, B., & Fooi, F.S. (2009). Factors affecting teachers’ use of information and communication technology. International Journal of Instruction, 2(1), 77-104.
3. Ajzen, I. & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888-918.
4. Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Upper Saddle River, NJ: Prentice Hall.
5. Anderson, N.H. (1971). Integration theory and attitude change. Psychological Review, 78, 171-206.
6. Andronache, D., Bacos, M., Bacos, V., & Macri, C. (2014). Attitude towards teaching profession. Procedia - Social and Behavioral Sciences, 142, 628-632
7. Aricak, T. (1999). Self-esteem and vocational self-esteem enhancement through group counseling (Unpublished doctoral dissertation). Marmara University, Istanbul.
8. Arshad, M., Zaidi, S. H., & Mahmood, K. (2015). Self-esteem & academic performance among university students. Journal of Education and Practice, 6, 156-162.

9. Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
10. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
11. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
12. Baumeister, R.F., Campbell, J.D., Krueger, J.I., & Vohs, K.D. (2003). Does high self-esteem cause better performance interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1-44.
13. Betoret, F.D. (2006). Stressors, self-efficacy, coping resources and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519-539.
14. Bhargava, A. & Pathy, MK. (2014). Attitude of student teachers towards teaching profession. Turkish Online Journal of Distance Education-TOJDE, 15(3), 27-36.
15. Bilgin, H. & Aykac, N. (2016). Pre-service teachers’ teaching-learning conceptions and their attitudes towards teaching profession. Educational Process: International Journal, 5(2), 139-151.
16. Bohner, G. & Wanke, M. (2014). Attitudes and attitude change. New York: Psychology Press.
17. Bumen, N. & Ozaydin, E. (2013). Changes on teacher self-efficacy and attitudes towards teaching profession from candidacy to induction. Education and Science, 38(169), 109-125.
18. Capa, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
19. Caprara, G.V., Barbaranelli, C., Steca, P., & Malone, P.S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
20. Chen, R. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32-42.
21. Cinpolat, T., Alincak, F., & Abakay, U. (2016). Examination of attitudes of physical education and sports college students towards teaching profession. Gaziantep University Journal of Sport Science, 1(1), 38-47.
22. Cook, T. D., Campbell, D. T., & Shadish, W. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.
23. Christophersen, K.A., Elstad, E., Turmo, A., & Solhaug, T. (2016). Teacher education programmes and their contribution to student teacher efficacy in classroom management and pupil engagement. Scandinavian Journal of Educational Research, 60(2), 240-254.
24. Cousins, J.B. & Walker, C.A. (2000). Predictors of educators’ valuing of systemic inquiry in schools. Canadian Journal of Program Evaluation (Special Issue), 25-53.
25. Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. Delta Kappa Gamma Bulletin, 84(1), 17-24.
26. Cetin, F. (2016). The relationship between the classroom management competence of teachers and their attitudes towards the profession of teaching and job satisfaction. Electronic Turkish Studies, 11(3), 791-808.
27. Cikrikci O. (2017). The effect of self-efficacy on student achievement. In E. Karadag (Ed.), The factors effecting student achievement (pp.95-116). Springer, Cham.Crocker, J. & Park, L.E. (2004). The costly pursuit of self- esteem. Psychological Bulletin, 130, 392-414.
28. Demirtas, H., Comert, M., & Ozer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 36, 96-111.
29. Drapeaua, S., Saint-Jacques, M., Le ́pinea, R., Be ́gin, G., & Bernard, G. (2007). Processes that contribute to resilience among youth in foster care. Journal of Adolescence, 30, 977-999.
30. Dupagne, M. & Krendl, K.A. (1992). Teachers' attitudes toward computers: A review of the literature. Journal of Research on Computing in Education, 24(3), 420-429.
31. Eells, R. J. (2011). Meta-analysis of the relationship between collective teacher efficacy and student achievement (Unpublished doctoral dissertation). Loyola University, Chicago, IL, USA.
32. Ekinci, N. (2017). Pre-service teachers’ motivational factors affecting their teaching profession and field choices. Elementary Education Online, 16(2), 394-405.
33. Fast, L. A., Lewis, J. L., Bryant, M.J., Bacian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K.A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102(3), 729-740.
34. Fergusson, D.M. & Lynskey, M.T. (1996). Adolescent resiliency to family adversity. Journal of Child Psychology and Psychiatry and Allied Disciplines, 37, 281-292.
35. Fraenkel, J.R., Wallen, N.E., & Hyun, H.N. (2015). How to design and evaluate research in education (9th Ed.). New York: Mac Graw Hill.
36. George, D. & Mallery, P. (2014). IBM SPSS statistics 21 step by step: A simple guide and reference (13th edition). Boston, MA: Allyn & Bacon/Prentice Hall.
37. Gokdas, I. (2008). Bilgisayara yonelik tutumlar. In D. Deryakulu. (Ed.), Bilisim teknolojileri ogretiminde sosyo-psikolojik degiskenler, (pp. 33-54), Ankara: Maya Akademi.
38. Gootee, M. (2016). Ethnic differences in academic achievement, self-esteem, locus of control, and learning motivation between Filipinos and Caucasians (Unpublished doctoral dissertation). University of the Rockies, Denver, CO.
39. Graham, S. & Weiner, B. (1996). Theories and principles of motivation. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 63-84). New York, NY: Simon & Schuster Macmillan.
40. Guneyli, A. & Aslan, C. (2009). Evaluation of Turkish prospective teachers’ attitudes towards teaching profession. Procedia Social and Behavioral Sciences, 1, 313-319.
41. Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
42. Guskey, T.R., & Passaro, P.D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
43. Hancer, A. (2017). Effects of science teacher candidates’ attitudes towards the teaching profession on academic fraud inclinations. Electronic Turkish Studies, 12(6), 387-402.
44. Hansford, B.C. & Hattie, J.A. (1982). The relationship between self and achievement/ performance measures. Review of Educational Research, 52, 123-142.
45. Harmon-Jones, E., Simon, L., Greenberg, J., Pyszczynski, T., Solomon, S., & McGregor, H. (1997). Terror management and self-esteem: Evidence that self-esteem reduces mortality salience effects. Journal of Personality and Social Psychology, 72, 24-26.
46. Huck, S.W. (2012). Reading statistics and research (6th ed.). Boston, MA: Pearson.
47. Ifenthaler, D. & Schweinbenz, V. (2013). The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives. Computers in Human Behavior, 29, 525-534.
48. Inan, F.A. & Lowther, D.L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Education Technology Research and Development, 58(2), 137-154.
49. Jackson, J.W. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70(3), 243-254.
50. Judge, T.A. & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80-92.
51. Karabenick, S. (2004). Perceived achievement goals structure and college student help seeking. Journal of Educational Psychology, 96(3), 569-581.
52. Karaca, F., Can, G., & Yildirim, S. (2013). A path model for technology integration into elementary school settings in Turkey. Computers & Education, 68, 353-365.
53. Klassen, R.M. & Chiu, M.M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience and job stress. Journal of Educational Psychology, 102(3), 741-756.
54. Klassen, R.M. & Tze, V.M.C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
55. Kim, C.M., Kim, M., Lee, C., Spector, M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
56. Kim, K.R. & Seo, E.H. (2018). The relationship between teacher efficacy and students’ academic achievement: A meta-analysis. Social Behavior and Personality, 46(4), 529-540.
57. Kiralp, S.S. & Bolkan, A. (2016). Relationship between candidate teacher’s attitude towards teaching profession and their life satisfaction levels. Anthropologist, 23(1,2), 11-20.
58. Koruk, S. (2017). The effect of self-esteem on student achievement. In E. Karadag (Ed.), The factors effecting student achievement (pp.274-257). Springer, Cham.
59. Kundu, A. & Ghose, A. (2016). The relationship between attitude and self-efficacy in mathematics among higher secondary students. Journal of Humanities and Social Science, 21(4), 25-31.
60. Kurtz, G., Amichai-Hamburger, Y., & Kantor, J. (2009). Psychosocial well-being of Israeli students and attitudes toward open and distance learning. International Review of Research in Open and Distance Learning, 10(2).
61. Lehtinen, A., Nieminen, P., & Viiri, J. (2016). Preservice teachers’ TPACK beliefs and attitudes toward simulations. Contemporary Issues in Technology and Teacher Education, 16(2), 151-171.
62. Lew, S. & Harklau, L. (2018). Too much of a good thing? Self-esteem and Latinx immigrant youth academic achievement. Journal of Advanced Academics, 29(3) 171-194.
63. Ma, X. & Kishor, N. (1997). Assessing the relationship between attitude towards mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47.
64. Miconi, D., Moscardino, U., Ronconi, L., & Altoe, G. (2017). Perceived parenting, self-esteem, and depressive symptoms in immigrant and non-immigrant adolescents in Italy: A multigroup path analysis. Journal of Child and Family Studies, 26, 345-356.
65. Mustafina, A. (2015). The role of teachers’ attitudes toward technology integration in school. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 3, 129-138.
66. Nalcaci, A. & Sokmen, Y. (2016). The reasons for pre-service teachers to prefer teaching profession and its relationship with their attitudes toward this profession. Ahi Evran University Journal of Kirsehir Education Faculty, 17(3), 717-727.
67. OYGM (2017, February, 27). Ogretmenlik meslegi genel yeterlikleri. Ankara: MEB Ogretmen Yetistirme ve Gelistirme Genel Mudurlugu. Retrieved on 10 December 2018 from http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf.
68. Ozcan, E.A. (2008). Bilgisayar ozyeterlik algisi. In D. Deryakulu. (Ed.), Bilisim teknolojileri ogretiminde sosyo-psikolojik degiskenler, (pp.1-31), Ankara: Maya Akademi.
69. Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for teachers and parents, In F. Pajares & T. Urdan (Eds.). Adolescence and education, Vol. 5 Self-efficacy beliefs of adolescents, 339–367. Greenwich, CT Information Age.
70. Peixoto, F. & Almeida, L.S. (2010). Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure. European Journal of Psychology of Education, 25(2), 157-175.
71. Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management, 28(4), 365-378.
72. Rendall, N.D., Wesson, C., Anderson, L., & Bould, E. (2009) Students’ goal achievement: Exploring individual and situational factors. Electronic Journal of Research in Educational Psychology, 7(3), 1031-1052.
73. Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
74. Rosenberg, F.R. & Simmons, R.G. (1975). Sex differences in the self-concept in adolescence. Sex Roles, 1(22), 147-159.
75. Sahin, F.E. & Atay, D. (2010). Sense of efficacy from student teaching to the induction year. Procedia Social and Behavioral Sciences, 2, 337-341.
76. Schuman, H. & Johnson, M.P. (1976). Attitudes and behavior. Annual Review of Sociology, 2, 161-207.
77. Semerci, A. & Aydin, M.K. (2018). Examining high school teachers’ attitudes towards ICT use in education. International Journal of Progressive Education, 14(2), 93-105.
78. Seraji, N.E., Ziabari, R.S., & Rokni, S.J.A. (2017). Teacher’s attitudes towards educational technology in English language institutes. International Journal of English Linguistics, 7(2), 176-185.
79. Skaalvik, E.M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
80. Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
81. Tugtekin, U., Barut Tugtekin, E., & Dursun, O.O. (2018). Analysis of readiness for change and self-efficacy perceptions of IT teachers and pre-service teachers. Mersin University Journal of the Faculty of Education, 14(3), 1200-1221.
82. Ustuner, M. (2006). Reliability and validity study of an attitude scale of teaching profession. Educational Administration: Theory and Practice, 45, 109-127.
83. Vogel, T., & Wanke, M. (2016). Attitudes and attitude change (2nd ed.). London, New York: Routledge.
84. Wang, L., Ertmer, P.A., & Newby, T.J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-252.
85. Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.