Araştırma Makalesi
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ÖĞRETMEN ADAYLARININ MESLEKİ YÖNELİMİ, KARİYER GELİŞTİRME ARZULARI VE KARİYER SEÇİM MEMNUNİYETİ

Yıl 2012, Cilt: 20 Sayı: 3, 807 - 826, 01.09.2012

Öz

Bu araştırmanın amacı öğretmen adaylarının mesleki açıdan kendilerini geliştirme arzularıyla öğretmenlik mesleğini tercih etmelerinden dolayı duydukları memnuniyet arasındaki ilişkide mesleki yönelimlerinin arabulucu rolünün incelenmesidir. Araştırmaya toplam 297 öğretmen adayı gönüllü olarak katılmıştır. Araştırmanın sonuçları, öğretmen adaylarının öğretmenlik mesleğini seçimlerinden dolayı duydukları memnuniyetle kendilerini mesleki açıdan geliştirme arzuları arasındaki ilişkinin tamamen mesleki açıdan göstermeyi planladıkları çaba aracılığıyla düzenlenmekte olduğunu göstermiştir. Sonuçlar ayrıca öğretmen adaylarının öğretmenlik mesleğini seçimlerinden dolayı duydukları memnuniyetle liderlik arzuları arasındaki ilişkinin mesleki açıdan göstermeyi planladıkları çaba tarafından anlamlı düzeyde düzenlenmekte olduğunu da göstermiştir.

Kaynakça

  • (1) Organization for Economic Co-operation and Development (2005). Teachers matter: attracting, developing and retaining effective teachers. Paris, OECD.
  • (2) Organization for Economic Co-operation and Development (2009). Education at a glance. OECD indicators. Paris, OECD.
  • (3) United Nations Educational, Scientific and Cultural Organization (2008). Education for all global monitoring report: Education for all by 2015 will we make it? Paris, UNESCO.
  • (4) Aksu, M., Demir, C. E., Daloğlu, A., Yıldırım, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of entering student teachers. International Journal of Educational Development, 30, 91-101.
  • (5) Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62, 37-60.
  • (6) Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428.
  • (7) Acat, M. B., & Yenilmez, K. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin motivasyon düzeyleri. Manas Sosyal Bilimler Dergisi, 12, 125-139.
  • (8) Boz, Y., & Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri. Kastamonu Eğitim Dergisi, 16(1), 137-144.
  • (9) Eren, A., & Tezel K. V. (2010). Factors influencing teaching choice, professional plans about teaching, and future time perspective: A mediational analysis. Teaching and Teacher Education, 26, 1416-1428.
  • (10) Roness, D. (2011). Still motivated? The motivation for teaching during the second year in the profession. Teaching and Teacher Education, 27(3), 628-638.
  • (11) Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. Journal of Experimental Education, 75(3), 167-202.
  • (12) Bruinsma, M., & Jansen, E. P. W. A. (2010). Is the motivation to become a teacher related to pre-service teachers’ intentions to remain in the profession? European Journal of Teacher Education, 33(2), 185-200.
  • (13) Eren, A. (2011). Relational analysis of prospective teachers’ interest in teaching, professional plans about teaching, and career choice satisfaction. In E. T. Canrinus, How to attract, retain, and promote qualified teachers? Insights into motivation and emotion. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, USA.
  • (14) Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and catholic schools. Educational Research Review, 5(3), 261-277.
  • (15) Richardson, P. W., & Watt, H. M. G. (2010). Current and future directions in teacher motivation research. In T. C. Urdan ve S. A. Karabenick (Eds.), The Decade Ahead: Applications and Contexts of Motivation and Achievement (pp. 139-173). London: Emerald.
  • (16) Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal Öğretmen Adaylarının Mesleki Yönelimi, Kariyer Geliştirme Arzuları ve ... 823 September 2012 Vol:20 No:3 Kastamonu Education Journal of Teacher Education, 34(1), 27-56.
  • (17) Anthony, G., & Ord, K. (2008). Change-of-career secondary teachers: Motivations, expectations and intentions. Asia-Pacific Journal of Teacher Education, 36(4), 359-376.
  • (18) Mau, W. C. J., & Mau, Y. H. (2006). Factors influencing high school students to persist in aspirations of teaching careers. Journal of Career Development, 32(3), 234-249.
  • (19) Manuel, J., & Hughes, J. (2006). “It has always been my dream”: exploring pre-service teachers’ motivations for choosing to teach. Teacher Development, 10(1), 5-24.
  • (20) Watt, H. M. G., Richardson, P. W., & Tysvaer, N. (2007). Profiles of beginning teachers’ professional engagement and career development aspirations. In A. Berry, A. Clemans, & A. Kostogriz (Eds.), Dimensions of Professional Learning: Professionalism, Practice, and Identity (Vol. 3, pp. 155- 175), Rotterdam: Sense.
  • (21) Karasar, N. (2010). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
  • (22) Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
  • (23) Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135-147.
  • (24) Ullman, J. B. (2007). Structural equation modeling. In B. G. Tabachnick ve L. S. Fidell (Eds.), Using Multivariate Statistics. New York: Pearson.
  • (25) Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. New York, NY: Guilford.
  • (26) Field, A. (2009). Discovering statistics using SPSS. London: Sage.
  • (27) Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.
  • (28) Sobel, M. E. (1982). Asymptotic intervals for indirect effects in structural equations models. In S. Leinhart (Ed.), Sociological Methodology 1982 (pp.290-312). San Francisco: Jossey-Bass.
  • (29) Arbuckle, J. L. (2007). AMOS 16.0 User’s Guide. Spring House, PA: Amos Development Corporation.
  • (30) Holland, J. L. (1997). Making Vocational Choices: A Theory of Vocational Personalities and Work Environments. Odessa, FL: Psychological Assessment Resources.
  • (31) Nauta, M. M. (2007). Assessing college students’ satisfaction with their academic majors. Journal of Career Assessment, 15(4), 446-462.
  • (32) Super, D. E. (1983). Assessment in career guidance: Toward truly developmental counseling. Personnel and Guidance Journal, 61, 555-562.
  • (33) Cemaloğlu, N. (2005). Türkiye’de okul yöneticisi yetiştirme ve istihdamı: Var olan durum, gelecekteki olası gelişmeler ve sorunlar. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 249-274.
  • (34) Schommer, M. (1993). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
  • (35) Sinatra, G. M., & Kardash, C. A. M. (2004). Teacher candidates’ epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, 29(4), 483-498. 824 Altay EREN Eylül 2012 Cilt:20 No:3 Kastamonu Eğitim Dergisi
  • (36) Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28, 1-10.
  • (37) Lovett, S., & Cameron, M. (2011). Schools as professional learning communities for early-career teachers: How do early-career teachers rate them? Teacher Development, 15(1), 87-104.
  • (38) Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • (39) Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.

PROSPECTIVE TEACHERS’ PROFESSIONAL ENGAGEMENT, CAREER DEVELOPMENT ASPIRATIONS, AND CAREER CHOICE SATISFACTION

Yıl 2012, Cilt: 20 Sayı: 3, 807 - 826, 01.09.2012

Öz

The aim of this study is to examine the mediating role of prospective teachers’ professional engagement in the relationship between their professional development aspirations and satisfaction with teaching choice. A total of 297 prospective teachers were voluntarily participated in the study. Results of the study demonstrated that the relationship between prospective teachers’ satisfaction with teaching choice and professional development aspirations was fully mediated by their planned effort regarding the teaching profession. Furthermore, results also showed that the relationship between prospective teachers’ satisfaction with teaching choice and leadership aspirations was significantly mediated by their planned effort regarding the teaching profession.

Kaynakça

  • (1) Organization for Economic Co-operation and Development (2005). Teachers matter: attracting, developing and retaining effective teachers. Paris, OECD.
  • (2) Organization for Economic Co-operation and Development (2009). Education at a glance. OECD indicators. Paris, OECD.
  • (3) United Nations Educational, Scientific and Cultural Organization (2008). Education for all global monitoring report: Education for all by 2015 will we make it? Paris, UNESCO.
  • (4) Aksu, M., Demir, C. E., Daloğlu, A., Yıldırım, S., & Kiraz, E. (2010). Who are the future teachers in Turkey? Characteristics of entering student teachers. International Journal of Educational Development, 30, 91-101.
  • (5) Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62, 37-60.
  • (6) Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428.
  • (7) Acat, M. B., & Yenilmez, K. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin motivasyon düzeyleri. Manas Sosyal Bilimler Dergisi, 12, 125-139.
  • (8) Boz, Y., & Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri. Kastamonu Eğitim Dergisi, 16(1), 137-144.
  • (9) Eren, A., & Tezel K. V. (2010). Factors influencing teaching choice, professional plans about teaching, and future time perspective: A mediational analysis. Teaching and Teacher Education, 26, 1416-1428.
  • (10) Roness, D. (2011). Still motivated? The motivation for teaching during the second year in the profession. Teaching and Teacher Education, 27(3), 628-638.
  • (11) Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. Journal of Experimental Education, 75(3), 167-202.
  • (12) Bruinsma, M., & Jansen, E. P. W. A. (2010). Is the motivation to become a teacher related to pre-service teachers’ intentions to remain in the profession? European Journal of Teacher Education, 33(2), 185-200.
  • (13) Eren, A. (2011). Relational analysis of prospective teachers’ interest in teaching, professional plans about teaching, and career choice satisfaction. In E. T. Canrinus, How to attract, retain, and promote qualified teachers? Insights into motivation and emotion. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, USA.
  • (14) Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and catholic schools. Educational Research Review, 5(3), 261-277.
  • (15) Richardson, P. W., & Watt, H. M. G. (2010). Current and future directions in teacher motivation research. In T. C. Urdan ve S. A. Karabenick (Eds.), The Decade Ahead: Applications and Contexts of Motivation and Achievement (pp. 139-173). London: Emerald.
  • (16) Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal Öğretmen Adaylarının Mesleki Yönelimi, Kariyer Geliştirme Arzuları ve ... 823 September 2012 Vol:20 No:3 Kastamonu Education Journal of Teacher Education, 34(1), 27-56.
  • (17) Anthony, G., & Ord, K. (2008). Change-of-career secondary teachers: Motivations, expectations and intentions. Asia-Pacific Journal of Teacher Education, 36(4), 359-376.
  • (18) Mau, W. C. J., & Mau, Y. H. (2006). Factors influencing high school students to persist in aspirations of teaching careers. Journal of Career Development, 32(3), 234-249.
  • (19) Manuel, J., & Hughes, J. (2006). “It has always been my dream”: exploring pre-service teachers’ motivations for choosing to teach. Teacher Development, 10(1), 5-24.
  • (20) Watt, H. M. G., Richardson, P. W., & Tysvaer, N. (2007). Profiles of beginning teachers’ professional engagement and career development aspirations. In A. Berry, A. Clemans, & A. Kostogriz (Eds.), Dimensions of Professional Learning: Professionalism, Practice, and Identity (Vol. 3, pp. 155- 175), Rotterdam: Sense.
  • (21) Karasar, N. (2010). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
  • (22) Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
  • (23) Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135-147.
  • (24) Ullman, J. B. (2007). Structural equation modeling. In B. G. Tabachnick ve L. S. Fidell (Eds.), Using Multivariate Statistics. New York: Pearson.
  • (25) Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. New York, NY: Guilford.
  • (26) Field, A. (2009). Discovering statistics using SPSS. London: Sage.
  • (27) Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.
  • (28) Sobel, M. E. (1982). Asymptotic intervals for indirect effects in structural equations models. In S. Leinhart (Ed.), Sociological Methodology 1982 (pp.290-312). San Francisco: Jossey-Bass.
  • (29) Arbuckle, J. L. (2007). AMOS 16.0 User’s Guide. Spring House, PA: Amos Development Corporation.
  • (30) Holland, J. L. (1997). Making Vocational Choices: A Theory of Vocational Personalities and Work Environments. Odessa, FL: Psychological Assessment Resources.
  • (31) Nauta, M. M. (2007). Assessing college students’ satisfaction with their academic majors. Journal of Career Assessment, 15(4), 446-462.
  • (32) Super, D. E. (1983). Assessment in career guidance: Toward truly developmental counseling. Personnel and Guidance Journal, 61, 555-562.
  • (33) Cemaloğlu, N. (2005). Türkiye’de okul yöneticisi yetiştirme ve istihdamı: Var olan durum, gelecekteki olası gelişmeler ve sorunlar. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 249-274.
  • (34) Schommer, M. (1993). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
  • (35) Sinatra, G. M., & Kardash, C. A. M. (2004). Teacher candidates’ epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, 29(4), 483-498. 824 Altay EREN Eylül 2012 Cilt:20 No:3 Kastamonu Eğitim Dergisi
  • (36) Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28, 1-10.
  • (37) Lovett, S., & Cameron, M. (2011). Schools as professional learning communities for early-career teachers: How do early-career teachers rate them? Teacher Development, 15(1), 87-104.
  • (38) Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • (39) Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Article
Yazarlar

Nazan Ünal Bu kişi benim

Gülen Baran Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 20 Sayı: 3

Kaynak Göster

APA Ünal, N., & Baran, G. (2012). ÖĞRETMEN ADAYLARININ MESLEKİ YÖNELİMİ, KARİYER GELİŞTİRME ARZULARI VE KARİYER SEÇİM MEMNUNİYETİ. Kastamonu Education Journal, 20(3), 807-826.

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