The Predictive Relationship between Pre-Service Teachers’ Self-Efficacy Belief, Attitudes towards Teaching Profession and Teaching Motivation

Abstract

The aim of the study is to determine the relationship between self-efficacy beliefs, attitudes towards teaching profession and teaching motivation among pre-service teachers. The study, in which 364 pre-service teachers participated, is designed as a correlational survey model. Teachers’ Sense of Self-efficacy Scale, Attitude Scale of Teaching Profession and Motivation to Teach Scale are used as data collection tools. While the independent variables of the study are willingness to choose the teaching profession and academic success, dependent variables are teacher self-efficacy, attitudes towards teaching profession and teaching motivation. The result of the study suggests that as the general academic achievement average of pre-service teachers increase, their perceptions of teaching self-efficacy, teaching attitudes and teaching motivations also increase. The fact that pre-service teachers choose the teaching profession voluntarily affects their teaching self-efficacy perceptions, teaching attitudes and teaching motivations positively. There is a significant relationship between the pre-service teachers' teaching self-efficacy beliefs, their teaching attitudes towards teaching, and their teaching motivation levels. It is concluded that intrinsic motivation for teaching and teaching profession self-efficacy beliefs have a significant effect on attitude towards teaching.

Keywords

• Teachers’ self-efficacy
• Attitudes towards teaching
• Teaching motivation
• Academic success

References

1. Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95. https://doi.org/10.1177/088840649401700203
2. Allport, G. W. (1967). Gordon W. Allport. In E. G. Boring & G. Lindzey (Eds.), A history of psychology in autobiography, 5, 1–25). Appleton-Century-Crofts. https://doi.org/10.1037/11579-001
3. Amri, A., & Ramdani, Z. (2021). Effect of organization commitment, work motivation, and work discipline on employee performance (case study: pt. pln (persero) p3b Sumatera upt Padang). International Journal of Educational Management and Innovation, 2(1), 88-99. https://doi.org/10.12928/ijemi.v2i1.3183
4. Atalmış, E., & Köse, A. (2018). Turkish prospective teachers’ attitudes towards the teaching profession: A meta-analysis study. Journal of Measurement and Evaluation in Education and Psychology, 9(4), 393-413. https://doi.org/10.21031/epod.410287
5. Ayık, A., & Ataş, Ö. (2014). The relationship between pre-service teachers’ attitudes towards the teaching profession and their motivation to teach. Journal of Educational Sciences Research, 4(1), 25-43.
6. Bakaç, E., & Özen, R. (2017). Relationship between pedagogical certificate program students’ attitudes and self-efficacy beliefs towards teacher profession. Kastamonu Education Journal, 25(4), 1389-1404.
7. 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.
8. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

9. Baş, G. (2021): Effect of student teachers’ teaching beliefs and attitudes towards teaching on motivation to teach: mediating role of self-efficacy. Journal of Education for Teaching, http://dx.doi.org/10.1080/02607476.2021.2006043
10. Bernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, (12), 25–36.
11. Brick, K., Cooper, J. L., Mason, L., Faeflen, S., Monmia, J., & Dubinsky, J. M. (2021). Tiered neuroscience and mental health professional development in Liberia improves teacher self-efficacy, self-responsibility, and motivation. Frontiers in Human Neuroscience, 15, 1-21. http://dx.doi.org/10.3389/fnhum.2021.664730
12. Budak, Y., & Kula, S. S. (2017). Perceptions of teacher candidates about teaching as a profession. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(2), 311-329. Retrieved from https://dergipark.org.tr/en/pub/kefad/issue/59416/853291
13. Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241. https://doi.org/10.1037/0022-0663.99.2.241
14. Bümen, N., & Ozaydin, T. (2013). Changes on teacher self-efficacy and attitudes towards teaching profession from candidacy to induction. Educatin and Science, 38(169), 109-125.
15. Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences]. Ankara, PegemA.
16. Camadan, F., & Duysak, A. (2010). Comparing pre-service teachers’ attitudes in the different programs toward teaching profession in terms of different variables: Example of Rize University. The Journal of Sakarya University Education Faculty, 20(1), 30-42.
17. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115–132. http://dx.doi.org/10.1007/s10212-011-0069-2
18. Chan, S. H., & Lay, Y. F. (2021). Effects of attitude, self-efficacy beliefs, and motivation on behavioural intention in teaching science. Eurasian Journal of Educational Research, 93, 219-262. http://dx.doi.org/10.14689/ejer.2021.93.11
19. Chien, H., Kao, C.-P., Yeh, I.-J., & Lin, K. (2012). Examining the relationship between teachers’ attitudes and motivation toward web-based professional development: A structural equation modeling approach. Turkish Online Journal of Educational Technology - TOJET, 11(2), 120–127.
20. Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran- Smith, & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 309–424). Mahwah, NJ: Lawrence Erlbaum Associates Pub.
21. Çakır, Ö. (2005). Anadolu üniversitesi açık öğretim fakültesi İngilizce öğretmenliği lisans programı ve eğitim fakülteleri İngilizce öğretmenliği lisans programı öğrencilerinin mesleğe yönelik tutumları ve mesleki yeterlik algıları [Attitudes towards the profession and perceptions of professional competence of Anadolu University open education faculty English teaching undergraduate program and education faculties English language teaching undergraduate program students]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 6(9), 27-42.
22. Çakır, Ö., Erkuş, A., & Kılıç, F. (2004). Mersin üniversitesi 1999-2000 yılı öğretmenlik meslek bilgisi programının (ÖMBP) çeşitli değişkenler açısından değerlendirilmesi [Evaluation of Mersin University's 1999-2000 Teaching Profession Program (ÖMBP) in terms of various variables]. Mersin Üniversitesi Araştırma Fonu Saymanlığı EF (ÖÇ) 2000-1 Nolu Araştırma Projesi.
23. Çam, E. & Üstün, A. (2016). The relation between professional attitude and life long learning tendency of teachers, Hitit University Journal of Social Sciences Institute, 9(1), 459–475. DOI: http://dx.doi.org/10.17218/Husbed.58800
24. Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81. Çapa Y., & Çil, N. (2010). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının farklı değişkenler açısından incelenmesi [Examination of teacher candidates' attitudes towards the teaching profession in terms of different variables]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 69–73.
25. Dadandi, İ., Kalyon, A., & Yazici, H. Eğitim fakültesinde öğrenim gören ve pedagojik formasyon eğitimi alan öğretmen adaylarının öz-yeterlik inançları, kaygı düzeyleri ve öğretmenlik mesleğine karşı tutumları [Teacher self-efficacy beliefs, concerns and attitudes towards teaching profession of faculty of education and pedagogical formation students]. Bayburt Eğitim Fakültesi Dergisi, 11(1), 253-269.
26. Darling-Hammond, L., & J. Baratz-Snowdon, eds. (2005). A good teacher in every classroom: preparing the highly qualified teachers our children deserve. San Francisco, CA: Jossey-Bass.
27. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. http://dx.doi.org/10.1207/s15327965pli1104_01.
28. Demirel, M. & Akkoyunlu, B. (2010). Öğretmen adaylarının öğretmenlik mesleğine ilişkin özyeterlik inançları ve tutumları [Self-Efficacy beliefs and attitudes of teacher candidates towards teaching profession]. Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Sempozyumu II. 16–18 Mayıs, Hacettepe Üniversitesi, Ankara, s. 244-252.
29. Demirtaş, H., Cömert, M., & Özer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 36(159), 96-111.
30. Fachmi, M., Mustafa, M., & Ngandoh, A. M. (2021). The role of motivation and professional competence in improving teacher performance. Journal of Digital Learning and Education, 1(01), 39-46. https://doi.org/10.52562/jdle.v1i01.14
31. Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362. https://doi.org/10.1002/job.322
32. George, D., & Mallery, P. (2016). IBM SPSS statistics 23 Step by Step: A Simple Guide and Reference. Routledge.
33. Girgin, G., Akamca, G. Ö., Ellez, A. M. ve Oğuz, E. (2010). Okulöncesi öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları, mesleki benlik saygıları ve mesleki yeterlik inançları [Preschool teacher candidates’ attitudes towards profession, sel efficacy beliefs and professional self-respects]. Buca Eğitim Fakültesi Dergisi, 28, 1-15.
34. Gök, B., & Atalay Kabasakal, K. (2019). Analysing prospective teachers' self-efficacy belief, teaching motivation and attitudes towards teaching from the perspective of several variables. Pegem Journal of Education and Instruction, 9(4), 1081-1112. DOI: https://doi.org/10.14527/pegegog.2019.035
35. Gökdağ Baltaoğlu, M., Sucuoğlu, H., & Yurdabakan, İ. (2015). Self-efficacy perceptions and success/failure attributions of prospective teachers: a longitudinal study. Elemantary Education Online, 14(3), 803-814. http://dx.doi.org/10.17051/io.2015.66489
36. Güzel Candan, D. & Evin Gencel, İ. (2015). Adaptatıon of the motivation to teach scale into Turkish. Mehmet Akif Ersoy University Journal of Education Faculty, 36, 72-89.
37. Haryaka, U., & Sjamsir, H. (2021). Factors influencing teachers’ performance in junior high school. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 2058-2071. https://doi.org/10.17762/turcomat.v12i6.4810
38. Higgs, J., Barnett, R., Billett, S., Hutchings, M., & Trede, F. (Eds.). (2013). Practice-based education: Perspectives and strategies (Vol. 6). Springer Science & Business Media.
39. Higher Education Council. (2018). Öğretmen yetiştirme lisans programları [Teacher training undergraduate programs]. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf
40. Kalyar, M. N., Ahmad, B., & Kalyar, H. (2018). Does teacher motivation lead to student motivation? The Mediating role of teaching behavior. Theoretical and Applied Research, 3, 91-119. https://doi.org/10.17323/1814-9545-2018-3-91-119
41. Kanadlı, S. (2017). Prospective teachers’ professional self-efficacy beliefs in terms of their perceived autonomy support and attitudes towards the teaching profession: A mixed methods study. Educational Sciences: Theory & Practice, 17(5). https://doi.org/0.12738/estp.2017.5.0597
42. Karasar, N. (1995). Bilimsel araştirma yöntemi: Kavramlar, ilkeler, teknikler [Scientific research method: Concepts, principles, techniques]. Ankara, Anı.
43. Kauffman, D. F., Yılmaz Soylu, M., & Duke, B. (2011). Validation of the motivation to teach scale. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 279-290.
44. Korur, F., Rocio, V. V., & Noemi, S. T. (2016). Attitude toward science teaching of Spanish and Turkish in-service elementary teachers: Multi-group confirmatory factor analysis. Eurasia Journal of Mathematics, Science and Technology Education, 12(2), 303–320. https://doi.org/10.12973/eurasia.2016.1215a
45. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain. New York: David McKay Co., Inc.
46. Kula, S. S. & Demirci Güler, M. P. (2021). University-school cooperation: perspectives of pre-service teachers, practice teachers and faculty members. Asian Journal of University Education, 17(1), 47-62. https://doi.org/10.24191/ajue.v17i1.12620
47. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19, 149–170. http://doi.org/10.1016/S0742-051X(02)00101-4
48. Leithwood, K. (2006). Teacher working conditions that matter: Evidence for change. Toronto, ON: Elementary Teachers’ Federation of Ontario.
49. Liaw, E.C. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussions. Teaching and Teacher Education, 25, 176–180. https://doi.org/10.1016/j.tate.2008.08.005
50. Maryani, Y., Entang, M., & Tukiran, M. (2021). The relationship between work motivation, work discipline and employee performance at the regional secretariat of Bogor City. International Journal of Social and Management Studies, 2(2), 1-16. https://doi.org/10.5555/ijosmas.v2i2.14
51. Maslinsky, K., & Ivaniushina, V. (2016). To Remain as a teacher: factors influencing attitudes towards leaving the teaching profession. Educational Studies Moscow, Вопросы образования, 4, 8-30. https://doi.org/10.17323/1814-9545-2016-4-8-30
52. Müller, K., Alliata, R., & Benninghoff, F. (2009). Attracting and retaining teachers: A question of motivation. Educational Management Administration & Leadership, 37(5), 574-599. https://doi.org/10.1177/1741143209339651
53. Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education, 28, 6, 655–671. https://doi.org/10.1080/09500690500404599
54. Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers’ perceptions. Educational Psychology, 27 (2), 191–218. https://doi.org/10.1080/01443410601066693.
55. Recepoğlu, E. (2013). Analyzing the relationship between prospective teachers’ life satisfaction and attitudes concerning teaching profession. Hacettepe University Journal of Education, (1), 311-326.
56. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55(1), 68–78. http://doi.org/10.1037/0003-066X.55.1.68.
57. Senler, B., & Sungur, S. (2010). Pre-service science teacher’s teaching self-efficacy: A case from Turkey. Procedia - Social and Behavioral Sciences, 9, 771–775. http://doi.org/10.1016/j.sbspro.2010.12.232
58. Skaalvik, E. M., & S. Skaalvik. (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. http://doi.org/10.1016/j.tate.2011.04.001.
59. Şahan, H. H., & Zöğ, H. (2017). An analysis of the relation between teacher candidates’ attitudes toward the teaching profession and teaching-learning process competencies. Pegem Journal of Education and Instruction, 7(4), 583-610, http://dx.doi.org/10.14527/pegegog.2017.021
60. Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS]. Ankara, Nobel.
61. Tok, Ş. (2011) Pre‐service primary education teachers’ changing attitudes towards teaching: a longitudinal study, European Journal of Teacher Education, 34(1), 81-97, http://dx.doi.org/10.1080/02619768.2010.534130
62. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
63. Ünal, K. & Akay, C. (2017). Teaching profession and lifelong learning: from the perspective of teacher candidates. Mersin University Journal of the Faculty of Education, 13(3), 821-838. http://dx.doi.org/10.17860/mersinefd.339943
64. Üstüner, M. (2006). Attitude scale towards teaching profession validity and reliability study. Educational Administration: Theory and Practice, 45, 109-127.
65. Van den Berghe, L., Soenens, B., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2014). Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout. Psychology of Sport and Exercise, 15(4), 407-417. http://dx.doi.org/10.1016/j.psychsport.2014.04.001
66. Van Droogenbroeck, F., Spruyt, B., & Vanroelen, C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. Journal of Teaching and Teacher Education, 43, 99–109. http://doi.org/10.1016/j.tate.2014.07.005
67. Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-choice scale. The Journal of Experimental Education, 75(3), 167-202. https://doi.org/10.3200/JEXE.75.3.167-202
68. Yakar, L., & Yelpaze, İ. (2019). Attitudes toward teaching profession and teacher self-efficacy beliefs of students in teacher training programs. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 47, 107-129. http://doi.org/10.9779/pauefd.473678