An analysis of the relation between teacher candidates' attitudes toward the teaching profession and teaching-learning process competencies

Abstract

Even though the adopted teaching-learning approaches and the curricula that are based on them are subject to change in an educational institution, teaching competencies and attitudes determine the basic quality of the educational system. The study mainly intends to determine the relationship between levels of teacher candidates' attitude to teaching and levels of their teaching-learning competencies. This study has a survey design as it identifies teacher candidates' attitudes toward the profession and teaching-learning process competencies, and a relational survey design as it explores whether attitudes toward the profession and teaching-learning competencies correlate or not. As the study aims to make a comparison between social sciences and science-math fields, the data was collected from 387 teacher candidates, whose subject fields can be grouped within these two areas. The data was collected through "Attitude to Teaching Profession Scale" and "Teaching Learning Process Competencies Scale". The results revealed that teacher candidates have a positive attitude towards the teaching profession and teaching competencies at high levels. In addition, it was found that teacher candidates' positive attitude correlates significantly with their teaching-learning competencies.

The Math Teachers’ Self-Efficacy Beliefs about Classroom Management (A Case Study of Elementary Schools in Diyarbakir)

“…This study shows that gender variable has no effect on math teachers' self-efficacy beliefs about classroom management. Studies by Akuzum and Altunhan (2017), Azar (2010), Bedir (2011), Celik (2011), Cubukcu and Girmen (2008), Dogan Burc (2006), Ilhan (2011), Sahan and Zog (2017) and Zengin Bagci (2010) also show that teachers' selfefficacy beliefs about classroom management does not vary by gender.…”

Teaching-Learning Process Self-Efficacy Beliefs Scale (TLPSEBS) for Academic Staff: A Scale Development Study

“…It is seen in the literature that teachers' beliefs of self-efficacy related to teaching-learning processes were mostly studied (Guskey, 1988;Pajares, 1992;Cetinkaya, 2007;Ozerkan, 2007;Klassen and Chiu, 2010;Benzer, 2011;Deniz, 2013;Ekinci, 2015;Sahan and Zöğ, 2017;Schipper et al, 2018); on the other hand, there are a small number of studies that investigate the teaching-learning process self-efficacy beliefs of instructors in higher education institutions (Busch et al, 1998;Bailey, 1999;Zhao et al, 2008;Evans and Tress, 2009). In this respect, it was found that the majority of the measurement tools developed to measure the self-efficacy beliefs for teaching and learning processes were developed to determine the self-efficacy beliefs of teachers and prospective teachers (Gibson and Dembo, 1984;Guskey and Passaro, 1994;Tschannen-Moran and Hoy, 2001;Senemoglu et al, 2006;Ozdemir, 2008) while a limited number of measurement tools have been developed to determine self-efficacy beliefs of instructors for teaching and learning processes (Busch et al, 1998;Schoen and Wıncour, 1998).…”

Determination of Multi-Dimensional Self-Efficacy Beliefs of Prospective Teachers towards Creative Drama Activities

“…the provision of a good classroom management) is necessary for effective teaching to take place and for students to develop a positive attitude towards the classroom (Gökyer and Cihangirlioğlu, 2017). Şahan & Zöğ (2017) stated that, there is a positive relationship between the teacher competences and the learning-teaching process; also, they mentioned that the teacher competences directly affect the learning-teaching process. Students are expected to access the knowledge and configure it by themselves in the present age.…”

“…Their perceptions and attitudes towards professional qualifications of prospective teachers are of utmost importance for any curriculum. The training of candidate teachers who show a positive attitude towards the teaching profession and who are self-sufficient will have an extremely important effect on the education system and its results (Şahan & Zöğ, 2017). Capri, Ozkendir, Ozkurt and Karakus (2012) worked together with prospective teachers in their study and tried to detect the self-efficacy of teachers in physics according to their department, gender and success level perceived in physics.…”