Examining the contributions of support and class belonging to preservice teachers’ career motivation in Turkey

Abstract

This study aims to examine the contribution of the perceived support and sense of class belonging to pre-service teachers’ career motivation. A total of 670 pre-service teachers majoring in various teaching areas including science, social studies, Turkish and mathematics at a state university in Aegean Region participated in the study. Self-report questionnaires including the FIT-Choice Scale, the Psychological Sense of School Membership Scale, and the Support Scale were used as data collection tools. Hierarchical multiple regression analysis was utilized to determine the extent to what level of the variance explained in the motivational factors and the perception about teaching by support and sense of class belonging. Results of analysis showed statistically significant relations between sense of class belonging and the FIT-Choice scale. Additional to this, it was found to be statistically significant relations between the support types and the FIT-Choice scale, while support from instructors was the strongest predictor of motivation. Future directions and implications were discussed.

Keywords

• Sense of belonging,Support,Teacher career motivation,Teacher education

Türkiye’de destek ve sınıfa aitlik algısının öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonuna katkısının

Öz

Bu araştırmada, öğretmen adaylarının sınıfa aitlik ve algılanan destek düzeylerinin öğretmenlik mesleğine yönelik motivasyona katkısının incelenmesi amaçlanmıştır. Araştırmaya, Ege Bölgesindeki bir devlet üniversitesinde, fen bilgisi, sosyal bilgiler, Türkçe ve matematik öğretmenliği alanlarında öğrenim gören toplam 670 öğretmen adayı katılmıştır. Veri toplama araçları olarak Öğretmenin Seçimine Etki Eden Faktörler, Okula Aidiyet Duygusu ve Destek Ölçekleri kullanılmıştır. Veriler hiyerarşik çoklu regresyon analizi tekniği ile çözümlenmiştir. Analiz sonuçları, sınıf aidiyeti duygusu ile öğretmenlik mesleğine yönelik motivasyon arasında istatistiksel olarak anlamlı ilişkiler olduğunu göstermiştir. Buna ek olarak, destek türleri ile öğretmenlik mesleğine yönelik motivasyon arasında istatistiksel olarak anlamlı ilişkiler olduğu ve öğretim üyelerinden alınan desteğin öğretmenlik mesleğine yönelik motivasyonun en güçlü belirleyicisi olduğu belirlenmiştir. Eğitimsel uygulamalar ve öneriler tartışılmıştır.

Anahtar Kelimeler

• Aitlik algısı,Destek,Öğretmen kariyer motivastonu,Öğretmen Eğitimi

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