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Anxiety of Not to be Appointed as a Predictor of Pre-service Teachers' Motivation to Teach

Yıl 2021, , 191 - 203, 27.01.2021
https://doi.org/10.17220/ijpes.2021.8.1.290

Öz

It is necessary to have a good teacher training policy so that education and training activities can achieve their goals. Well-trained teachers will also lead to an increase in the quality of education. A well-trained teacher is expected to have a high motivation on many issues. The motivation to teach is one of the types of motivation that a teacher should have in the education and training process. Interest and aptitude to teach are among the determining factors of the motivation to teach. There are many variables associated with the motivation to teach. One of them is the anxiety of not to be appointed which can be described as the anxiety about not being employed as a result of the education received. The aim of this study was to determine the effect of pre-service teachers’ anxiety of not to be appointed on their motivation to teach. To this end, this study was conducted in the relational screening model with pre-service teachers studying in the final year of Fırat University Faculty of Education and in the pedagogical formation education program of the same faculty. As a result of the study, it was determined that pre-service teachers’ motivation to teach and anxiety of not to be appointed were high. Another result was that pre-service teachers’ motivation to teach decreased as their anxiety of not to be appointed increased.

Kaynakça

  • Akgün, A., Gönen, S. & Aydın, M. (2007). The investigatıon of anxiety levels of primary school science and mathematics teacher students’ according to some variables. Electronic Journal of Social Sciences, 20(6), 283-299.
  • Akpınar, B. (2013). Analysis of candidate teachers’ stress level in terms of different variables. Dicle University Journal of Ziya Gokalp Education Faculty, 21, 229-241.
  • Aküzüm, C., Demirkol, M., Ekici, Ö., & Talu, M. (2015). Opinions of teacher candidates on kpss teaching field knowledge exam. International Journal of Eurasian Social Sciences, 6(18), 331-344.
  • Ayık, A. & Ataş, Ö. (2014). The relationship between teacher candidates' attitudes towards the teaching profession and their teaching motivation. Journal of Educational Sciences Research, 4(1), 25-43.
  • Aytar, O. & Soylu, Ş. (2019). University students' perception of present and future: A research on business administration students. Journal of Ömer Halisdemir University Faculty of Economics and Administrative Sciences, 12(3), 328-337.
  • Bahar, H., H. (2011). KPSS 10 score prediction power of bachelor graduation mark and OSS score. Education and Science, 36(162), 168-181
  • Baştürk, R. (2007). Examination of Exam anxiety levels of teacher candidates preparing for public personnel selection exam. Fırat University Journal of Social Sciences, 17(2), 163-176.
  • Bilgin, H. (1996). Investigation of the teaching attitudes of teachers working in preschool education ınstitutions (Unpublished Master Thesis). Marmara University, Institute of Social Sciences.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2020). Bilimsel araştırma yöntemleri [Scientific research methods], Pegem.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis with SPSS]. Pegem.
  • Can, Ş. (2005). The Role of tips and reinforcers in teaching-learning. Muğla University SBE Journal, 14.
  • Candan, G., D. & Gencel, E. İ. (2015). Adaptatıon of the motıvatıon to teach scale into Turkısh. Mehmet Akif Ersoy University Journal of Education Faculty,36, 72-89.
  • Çakmak, Ö. & Hevedanlı, M. (2004). Factors influencing the anxiety of biology teacher candidates. XVIII National Educational Sciences Congress, 6(9).
  • Demiröz, H. & Yeşilyurt, H. (2012). Teaching Motivation of ELT Instructors through Goal Orientation Perspective. E-İnternational Journal of Educational Research, 3(2), 1-12.
  • Doğan, N. & Şahin, A. E. (2009). Variables Predicting Preservice Teachers' Appointment to Primary Schools. İnönü University Journal of Education Faculty, 10 (3),183-199. Eroğlu, F. (2000). Behavioral sciences. Beta.
  • Ertürk, R. (2016). Teachers' job motivations. Journal of Educational Theory and Practice Research, 2(3): 01-15.
  • Esdar, W., Gorges, J., & Wild, E. (2015). The role of basic need satisfaction for junior academics’ goal conflicts and teaching motivation. Higher Education, 72(2), 175–190. doi:10.1007/s10734-015-9944-0.
  • Eskici, M. (2016). Determine the anxiety of pre-servıce teachers’ not to be appointed to teachership in the light of some variables. Turkish Studies, 11(19), 361-378
  • Van Blankenstein, F. M., Saab, N., Van der Rijst, R. M., Danel, M. S., Bakker-van den Berg, A. S., & Van den Broek, P. W. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project? Educational Studies, 45(2), 209-225.
  • Geçtan, E. (1993). Psychoanalysis and its aftermath. Remzi.
  • Genç, H. (2008). A case study on the anxiety levels of Gazi University Gazi Faculty of Education Fine Arts Education Department, Department of Painting Education (Unpublished master's thesis). Gazi University, Institute of Educational Sciences, Department of Fine Arts Education, Ankara.
  • Gökçe, E. (1995). The Role of the teacher in development of educational programs. World Conference on Teacher Education. 9 Eylül University Publications, İzmir. Gundersen, A. (2004). For the love of kids. NEA Today, 22(5), 64.
  • Güleç, C. & Köroğlu, E. (1997). Psychiatry basic book, Ankara, Physicians Publishing Association.
  • Gün, F. & Turabik, T. (2019). The effects of prospective teachers' possible selves on teaching motivation. Cumhuriyet International Journal of Education, 8(1), 2147-1606.
  • Güzel Canan, D. & Evin Gencel, İ. (2015). The study of adapting the teaching motivation scale to Turkish. Mehmet Akif Ersoy University Journal of Education Faculty, 36, 72-89.
  • Hacıoğlu, F. & Alkan, C. (1997). Teaching practices. Alkim.
  • Han, J. & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Teacher Educatıon & Development, 3(1), 1-18.
  • Işık, A, Çiltaş, A. & Baş, F. (2010). Teacher Training and Teaching Profession. Atatürk University Journal of Social Sciences Institute, 14(1), 53-62.
  • İnce-Aka, E. & Yılmaz, M. (2018). A research on the examination of pre-service science teachers' anxiety about not being appointed. Journal of Research ın Education and Social (JRES), 5(1), 105-123.
  • Jeans, A. B. (1995). Teacher education: An International Research Agenda. World Conference on Teacher Education. 9 Eylül University Publications, İzmir.
  • Karagözoğlu, G. (2009). Overview of teacher education practices in Turkey. Reflections in Education, IX, 11-18.
  • Karasar, N. (20012). Bilimsel araştırma yöntemi [Scientific research method[. Nobel.
  • Karataş, Z. (2009). The effect of group work with psychodrama on adolescents' trait anxiety levels, Contemporary Journal of Education, 34(360), 31-37.
  • Kauffman, D. F., Yılmaz Soylu, M. & Duke, B. (2011). Validity study of teaching motivation scale. Hacettepe University Faculty of Education Journal, 40, 279-290
  • Kurt, G. (2007). An Application on ridit analysis and examining future concerns of university students. Eskişehir Osmangazi University Journal of Social Sciences, 8(2), 193-206.
  • Lazowski, R. A. & Hulleman, C. S. (2016). Motivation ınterventions in education: A meta-analytic review. Review of Educational Research, 20(10), 1–39, DOI:10.3102/0034654315617832
  • Nal, M. & Sevim, E. (2019). The effect of paternalist leadership on job motivation: A study on healthcare professionals. Gümüşhane University Journal of Health Sciences, 8(4), 397-410.
  • Özdemir, M. (2018). Data analysis methods: Quantitative and qualitative data analysis. K. Beycioğlu, N. Özer & Y. Kondakçı (Editors), Research in educational management (133-167). Pegem.
  • Özusta, Ş. (1995). Adaptation of state-trait anxiety ınventory for children, Validity and reliability study, Turkish Journal of Psychology, 10(34), 32-44.
  • Özyürek, A., & Demiray, K. (2010). Comparison of the anxiety levels of secondary school students living in the dormitory and with their families. Journal of Dogus University, 11(2), 247-256.
  • Süner, Ş. (2019). Investigatıon of the anxiety of pre-service teachers’ not to be appointed to teachership in terms of level of hopelessness and some variables (Unpublished master's thesis). Arel University, Istanbul.
  • Sürücü, A., Yıldırım, A. & Ünal, A. (2018). Examining the relationship between teacher candidates' personality traits and teaching motivation. III. International Education and Social Studies Congress Full Text Book 1689-1696.
  • Tektaş, N. (2014). Inspecting the anxiety levels of graduates. Selcuk University Journal of Institute of Social Sciences Dr. Mehmet YILDIZ Special Edition, 243-253
  • Türer, A. (2006). Teacher training and problems in Turkey-I. Abece Education And Supplement Magazine, March Issue.
  • Ümmet, D. (2007). Investigation of social anxiety in university students in the context of gender roles and family environment (Unpublished master's thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Üstün, A. (2007). Comparative analysis of attitudes of teacher candidates towards teaching profession in different branches. Contemporary Journal of Education, 339(32), 20-27.
  • Üstün, E., Erkan, S. & Akman, B. (2004). Study of attitudes towards vocational education in early childhood education students in Turkey. Manas University Journal of Social Sciences, 10, 129-136.
  • Yılmaz A. İ., Dursun, S., Güzeller, G. E., & Pektaş, K. (2014). Determining the anxiety level of university students: A case study. Electronic Journal of Vocational Colleges, 4(4), 16-26.
  • Yılmaz, Z. A., Altun-Yalçın, S., Yalçın, S., & Kahraman, S. (2017). KPSS perceptions of pre-service science teachers and its effects on their learning experiences. Kilis 7 Aralık University Journal of Social Sciences, 7(13), 113-123.
  • Yüksel, İ. & Kurt, M. (2003). Analysis of the relationship between state-trait anxiety level and the level of job satisfaction, Turkey Social Studies Journal, 7(1), 33-45.
Yıl 2021, , 191 - 203, 27.01.2021
https://doi.org/10.17220/ijpes.2021.8.1.290

Öz

Kaynakça

  • Akgün, A., Gönen, S. & Aydın, M. (2007). The investigatıon of anxiety levels of primary school science and mathematics teacher students’ according to some variables. Electronic Journal of Social Sciences, 20(6), 283-299.
  • Akpınar, B. (2013). Analysis of candidate teachers’ stress level in terms of different variables. Dicle University Journal of Ziya Gokalp Education Faculty, 21, 229-241.
  • Aküzüm, C., Demirkol, M., Ekici, Ö., & Talu, M. (2015). Opinions of teacher candidates on kpss teaching field knowledge exam. International Journal of Eurasian Social Sciences, 6(18), 331-344.
  • Ayık, A. & Ataş, Ö. (2014). The relationship between teacher candidates' attitudes towards the teaching profession and their teaching motivation. Journal of Educational Sciences Research, 4(1), 25-43.
  • Aytar, O. & Soylu, Ş. (2019). University students' perception of present and future: A research on business administration students. Journal of Ömer Halisdemir University Faculty of Economics and Administrative Sciences, 12(3), 328-337.
  • Bahar, H., H. (2011). KPSS 10 score prediction power of bachelor graduation mark and OSS score. Education and Science, 36(162), 168-181
  • Baştürk, R. (2007). Examination of Exam anxiety levels of teacher candidates preparing for public personnel selection exam. Fırat University Journal of Social Sciences, 17(2), 163-176.
  • Bilgin, H. (1996). Investigation of the teaching attitudes of teachers working in preschool education ınstitutions (Unpublished Master Thesis). Marmara University, Institute of Social Sciences.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2020). Bilimsel araştırma yöntemleri [Scientific research methods], Pegem.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis with SPSS]. Pegem.
  • Can, Ş. (2005). The Role of tips and reinforcers in teaching-learning. Muğla University SBE Journal, 14.
  • Candan, G., D. & Gencel, E. İ. (2015). Adaptatıon of the motıvatıon to teach scale into Turkısh. Mehmet Akif Ersoy University Journal of Education Faculty,36, 72-89.
  • Çakmak, Ö. & Hevedanlı, M. (2004). Factors influencing the anxiety of biology teacher candidates. XVIII National Educational Sciences Congress, 6(9).
  • Demiröz, H. & Yeşilyurt, H. (2012). Teaching Motivation of ELT Instructors through Goal Orientation Perspective. E-İnternational Journal of Educational Research, 3(2), 1-12.
  • Doğan, N. & Şahin, A. E. (2009). Variables Predicting Preservice Teachers' Appointment to Primary Schools. İnönü University Journal of Education Faculty, 10 (3),183-199. Eroğlu, F. (2000). Behavioral sciences. Beta.
  • Ertürk, R. (2016). Teachers' job motivations. Journal of Educational Theory and Practice Research, 2(3): 01-15.
  • Esdar, W., Gorges, J., & Wild, E. (2015). The role of basic need satisfaction for junior academics’ goal conflicts and teaching motivation. Higher Education, 72(2), 175–190. doi:10.1007/s10734-015-9944-0.
  • Eskici, M. (2016). Determine the anxiety of pre-servıce teachers’ not to be appointed to teachership in the light of some variables. Turkish Studies, 11(19), 361-378
  • Van Blankenstein, F. M., Saab, N., Van der Rijst, R. M., Danel, M. S., Bakker-van den Berg, A. S., & Van den Broek, P. W. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project? Educational Studies, 45(2), 209-225.
  • Geçtan, E. (1993). Psychoanalysis and its aftermath. Remzi.
  • Genç, H. (2008). A case study on the anxiety levels of Gazi University Gazi Faculty of Education Fine Arts Education Department, Department of Painting Education (Unpublished master's thesis). Gazi University, Institute of Educational Sciences, Department of Fine Arts Education, Ankara.
  • Gökçe, E. (1995). The Role of the teacher in development of educational programs. World Conference on Teacher Education. 9 Eylül University Publications, İzmir. Gundersen, A. (2004). For the love of kids. NEA Today, 22(5), 64.
  • Güleç, C. & Köroğlu, E. (1997). Psychiatry basic book, Ankara, Physicians Publishing Association.
  • Gün, F. & Turabik, T. (2019). The effects of prospective teachers' possible selves on teaching motivation. Cumhuriyet International Journal of Education, 8(1), 2147-1606.
  • Güzel Canan, D. & Evin Gencel, İ. (2015). The study of adapting the teaching motivation scale to Turkish. Mehmet Akif Ersoy University Journal of Education Faculty, 36, 72-89.
  • Hacıoğlu, F. & Alkan, C. (1997). Teaching practices. Alkim.
  • Han, J. & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Teacher Educatıon & Development, 3(1), 1-18.
  • Işık, A, Çiltaş, A. & Baş, F. (2010). Teacher Training and Teaching Profession. Atatürk University Journal of Social Sciences Institute, 14(1), 53-62.
  • İnce-Aka, E. & Yılmaz, M. (2018). A research on the examination of pre-service science teachers' anxiety about not being appointed. Journal of Research ın Education and Social (JRES), 5(1), 105-123.
  • Jeans, A. B. (1995). Teacher education: An International Research Agenda. World Conference on Teacher Education. 9 Eylül University Publications, İzmir.
  • Karagözoğlu, G. (2009). Overview of teacher education practices in Turkey. Reflections in Education, IX, 11-18.
  • Karasar, N. (20012). Bilimsel araştırma yöntemi [Scientific research method[. Nobel.
  • Karataş, Z. (2009). The effect of group work with psychodrama on adolescents' trait anxiety levels, Contemporary Journal of Education, 34(360), 31-37.
  • Kauffman, D. F., Yılmaz Soylu, M. & Duke, B. (2011). Validity study of teaching motivation scale. Hacettepe University Faculty of Education Journal, 40, 279-290
  • Kurt, G. (2007). An Application on ridit analysis and examining future concerns of university students. Eskişehir Osmangazi University Journal of Social Sciences, 8(2), 193-206.
  • Lazowski, R. A. & Hulleman, C. S. (2016). Motivation ınterventions in education: A meta-analytic review. Review of Educational Research, 20(10), 1–39, DOI:10.3102/0034654315617832
  • Nal, M. & Sevim, E. (2019). The effect of paternalist leadership on job motivation: A study on healthcare professionals. Gümüşhane University Journal of Health Sciences, 8(4), 397-410.
  • Özdemir, M. (2018). Data analysis methods: Quantitative and qualitative data analysis. K. Beycioğlu, N. Özer & Y. Kondakçı (Editors), Research in educational management (133-167). Pegem.
  • Özusta, Ş. (1995). Adaptation of state-trait anxiety ınventory for children, Validity and reliability study, Turkish Journal of Psychology, 10(34), 32-44.
  • Özyürek, A., & Demiray, K. (2010). Comparison of the anxiety levels of secondary school students living in the dormitory and with their families. Journal of Dogus University, 11(2), 247-256.
  • Süner, Ş. (2019). Investigatıon of the anxiety of pre-service teachers’ not to be appointed to teachership in terms of level of hopelessness and some variables (Unpublished master's thesis). Arel University, Istanbul.
  • Sürücü, A., Yıldırım, A. & Ünal, A. (2018). Examining the relationship between teacher candidates' personality traits and teaching motivation. III. International Education and Social Studies Congress Full Text Book 1689-1696.
  • Tektaş, N. (2014). Inspecting the anxiety levels of graduates. Selcuk University Journal of Institute of Social Sciences Dr. Mehmet YILDIZ Special Edition, 243-253
  • Türer, A. (2006). Teacher training and problems in Turkey-I. Abece Education And Supplement Magazine, March Issue.
  • Ümmet, D. (2007). Investigation of social anxiety in university students in the context of gender roles and family environment (Unpublished master's thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Üstün, A. (2007). Comparative analysis of attitudes of teacher candidates towards teaching profession in different branches. Contemporary Journal of Education, 339(32), 20-27.
  • Üstün, E., Erkan, S. & Akman, B. (2004). Study of attitudes towards vocational education in early childhood education students in Turkey. Manas University Journal of Social Sciences, 10, 129-136.
  • Yılmaz A. İ., Dursun, S., Güzeller, G. E., & Pektaş, K. (2014). Determining the anxiety level of university students: A case study. Electronic Journal of Vocational Colleges, 4(4), 16-26.
  • Yılmaz, Z. A., Altun-Yalçın, S., Yalçın, S., & Kahraman, S. (2017). KPSS perceptions of pre-service science teachers and its effects on their learning experiences. Kilis 7 Aralık University Journal of Social Sciences, 7(13), 113-123.
  • Yüksel, İ. & Kurt, M. (2003). Analysis of the relationship between state-trait anxiety level and the level of job satisfaction, Turkey Social Studies Journal, 7(1), 33-45.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Muhammed Zincirli Bu kişi benim 0000-0003-0716-6794

Yayımlanma Tarihi 27 Ocak 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Zincirli, M. (2021). Anxiety of Not to be Appointed as a Predictor of Pre-service Teachers’ Motivation to Teach. International Journal of Psychology and Educational Studies, 8(1), 191-203. https://doi.org/10.17220/ijpes.2021.8.1.290