Öğretmen Adaylarının Mesleki Kimlikleri, Öğretmen Özyeterlik İnançları ve Öğretme Motivasyonları Arasındaki İlişkiler

Year 2025, Volume: 15 Issue: 2, 132 - 154, 31.12.2025

Melek Başdal , Raşit Özen

https://doi.org/10.31704/ijocis.1609811

Abstract

Bu çalışma, öğretmen adaylarının mesleki kimlikleri, öğretmen özyeterlik inançları ve öğretme motivasyonları arasındaki ilişkileri incelemektedir. Araştırmanın örneklemi, 2019–2020 akademik yılı güz döneminde Türkiye’de Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi'nde öğrenim gören 4. sınıf öğretmen adaylarından oluşmaktadır. Veriler, Mesleki Kimlik Ölçeği, Öğretmen Özyeterlik Ölçeği ve Öğretmen Motivasyonu Ölçeği aracılığıyla toplanmıştır. Bulgular, öğretmen adaylarının mesleki kimlik düzeylerinin yüksek, özyeterlik inançlarının oldukça yeterli ve öğretme motivasyonlarının ise orta-yüksek düzeyde olduğunu ortaya koymuştur. Korelasyon analizleri, mesleki kimlik ile hem TÖY inançları hem de öğretme motivasyonu arasında pozitif, orta düzeyde ve anlamlı ilişkiler olduğunu göstermiştir. Ayrıca, öğretmen özyeterlik inançlarının da öğretme motivasyonu ile pozitif ve orta düzeyde ilişkili olduğu bulunmuştur. Bu bulgular, iyi yapılandırılmış bir öğretmen yetiştirme programının, öğretmen adaylarının mesleki kimliklerinin gelişimine katkı sağlayabileceğini ve onların öğretim rollerine olan güvenlerini artırabileceğini düşündürmektedir. Mesleki kimlik, öğretmen özyeterliği ve öğretme motivasyonunun, öğretmen eğitimi sürecinde dinamik olarak gelişen ve birbiriyle ilişkili yapılar olduğu sonucuna varılabilir. Dolayısıyla, öğretmen yetiştirme programlarında yansıtıcı uygulamaların teşvik edilmesi ve destekleyici ortamların oluşturulması, öğretmen adaylarının öğretmenliğe yönelik hazır bulunuşluklarını ve istekliliklerini artırabilir. Bu bulgular, öğretmen eğitimi programlarının tasarımına yönelik önemli çıkarımlar sunmakta olup mesleki kimlik gelişimi, öğretmen özyeterliğin desteklenmesi ve motivasyonel unsurların programlara entegre edilmesi gerekliliğini vurgulamaktadır.

Keywords

Öğretmen kimliği , öğretme motivasyonu , öğretmen özyeterlik inancı

Relationships Among Preservice Teachers’ Professional Identities, Teacher Self-Efficacy Beliefs and Teaching Motivations

Abstract

This study examines the relationships among preservice teachers’ (PTs) professional identities, teacher self-efficacy (TSE) beliefs, and teaching motivations. The sample consisted of PTs studying in the 4th grade at Bolu Abant İzzet Baysal University (BAIBU) Faculty of Education in Türkiye during the fall semester of the 2019–2020 academic year. Data were collected using the Early Teacher Identity Measure, the Teacher’s Sense of Efficacy Scale, and the Motivation to Teach Scale. The findings revealed that PTs' professional identity levels were high, their self-efficacy beliefs were quite sufficient, and their motivation to teach was at a moderate-to-high level. Correlation analyses showed a positive, moderate, and significant relationship between professional identity and both TSE beliefs and teaching motivation. Moreover, TSE beliefs were also positively and moderately associated with teaching motivation. These findings suggest that a well-structured teacher education program may contribute to the development of PTs’ professional identities and enhance their confidence in teaching roles. Professional identity, self-efficacy, and teaching motivation are interrelated constructs evolving dynamically during teacher education. Consequently, fostering reflective practices and supportive environments in teacher education programs may enhance PTs’ readiness and enthusiasm for teaching. The findings have both practical and theoretical implications for the design of teacher education curricula, emphasizing the need to integrate identity development, self-efficacy building, and motivational support.

Keywords

Teacher identity , Teaching motivation , Teacher self- efficacy beliefs , Preservice teachers

Ethical Statement

This study was approved by Bolu Abant İzzet Baysal University Institutional Ethical Review Board. All procedures were carried out in accordance with the protocols approved by the board. Written informed consent was obtained from the participants during the process for the publication and dissemination of their anonymized data.

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