A Study on Teacher Candidates’ Self-Efficacy, Motivation and Affection Levels for Children

Abstract

The purpose of this research is to reveal the levels of affection for children, teaching motivations and self-efficacy beliefs of the teacher candidates studying in special education, pre-school and primary school teaching departments based on their gender, classroom and academic branches to showcase the correlations between the levels of the teachers" affection for children, their self-efficacy beliefs and teaching motivations. The study group was determined with the criterion sampling method. 368 teacher candidates participated in this study: 108 from special education department, 136 from pre-school department and 136 from primary school teacher department. The data were collected by means of "Barnett Liking Children, Teaching Motivations and Perception of Teacher Self-efficacy Scales". The data were analyzed using independent group t-tests, one -way analysis of variance, Pearson"s correlation analysis and simple linear regression analysis. The results show that the teacher candidates from the three departments have a high level of affection for children. Their motivations to teach and self-efficacy beliefs are higher than the average value. It is revealed that there is an average positive correlation between liking children and teacher self-efficacy in using teaching strategies. However, the data results disclosed that the teacher candidates" self-efficacy beliefs, students" participation, teaching motivations, and teaching strategies predict their affection for children significantly and positively. Teacher candidates should be enabled to establish direct experiences with the group they shall work with in order to develop the self-efficiency beliefs of them.

Teaching Motivation and Teaching Profession Attitude: The Case of Preservice Form Teachers

“…In a study where there were pre-service primary school teachers enrolled in Ethiopia's Wollega University, it was concluded that a moderate positive attitude was exhibited towards the profession of teaching (Merdassa, 2012). When the studies carried out related to this topic are examined, it is seen that pre-service primary school teachers have positive and high teaching motivations (Büyükses, 2010;Gün & Turabik, 2019;Lam, 2012;Wanga & Liub, 2008;Yildiz Demirtaş, 2018). When the studies are analyzed, whereas the participants' teaching profession attitudes, the other dimension of the study, are examined, Ayık & Ataş (2014) showed in their study that preservice teachers had a positive attitude towards their professions.…”

“…When the literature was reviewed, there were studies in which pre-service primary school teachers' teaching motivations (Afzal, Ali, & Khan, 2010;Ayık, Akdemir, & Seçer, 2015;Endler, Rey, & Butz, 2012;Gün & Turabik, 2019;Kauffman, Yılmaz Soylu, & Duke, 2011;Lam, 2012;Sinclair, Dowson, & Mcinerney, 2006;Ömür & Nartgün, 2013;Wanga & Liub, 2008;Watters & Ginns, 2000;Yenilmez, Balbağ, & Turğut, 2018;Yıldız, 2010;Yildiz Demirtaş, 2018) and teaching profession attitudes (Altunkeser & Ünal, 2015;Baykara-Pehlivan, 2004;Baykara-Pehlivan, 2008;Çiğdem, 2010;Çiğdem & Memiş, 2011;Dağ, 2010;Doğan, 2013;Erdem & Anılan, 2000;Hoşgörür, Kılıç, & Dündar, 2002;Jahan, 2017;İlter & Köksalan, 2011;İpek & Camadan, 2012;İpek, Kahveci & Camadan, 2015;Kahramanoğlu, et. al., 2018;Kahyaoğlu & Yangın, 2007;Kaya, 2017;Kılıç & Bektaş, 2008;Sarikaya, Töman, & Öztürk, 2018;Serin, Güneş, & Değirmenci, 2015;Soibamcha, 2016;Sönmez, Işık, & Sulak, 2017;Şen, 2006;Şenol & Akdağ, 2018;Tümkaya, 2011;Özkan, 2017;…”

Enhancing Chinese EFL Teachers’ Work Engagement: The Role of Self and Collective Efficacy

“…Individuals with high levels of self-efficacy are highly motivated, and have individual achievements ( Engin, 2020 ). Demirtas (2018) argued that teachers with high levels of self-efficacy strongly rely on their capability to accomplish in challenging situations, make the demanding decision for their success, and cope with disappointing experiences. Heuven et al (2006) stated that efficacious instructors are motivated to employ resources in educational contexts to manage arduous activities appropriately.…”

Predicting Self-Efficacy based on Professional Ethics and Professional Development

“…They can also train sports elites to support national champions. Achieving these goals requires the skills, motivation and self-efficacy of the teacher in facing the various challenges of the career (1). Teachers' self-efficacy is one of the most important issues for teacher empowerment.…”