Prospective Teachers’ Professional Self-Efficacy Beliefs in Terms of Their Perceived Autonomy Support and Attitudes towards the Teaching Profession: A Mixed Methods Study*

Abstract

The purpose of this study is to identify the probable factors that can contribute to prospective teachers' levels of professional self-efficacy beliefs. For this purpose, quantitative methods are used to measure their perceived autonomy support during undergraduate education, their attitudes towards the teaching profession, and their levels of professional self-efficacy beliefs, while qualitative methods were used to determine the factors affecting their professional self-efficacy beliefs. This study is carried out as a survey model, collecting data using mixed methods. The study group consists of 173 prospective teachers who graduated from a state university' s faculty of education at the end of the 2014-2015 academic year. The study' s quantitative data have been collected using the Learning Climate Scale, the Attitudes towards the Teaching Profession Questionnaire, and the Teacher Self-Efficacy Scale. The qualitative data are collected using an open-ended questionnaire. Correlation and regression analyses are used for analyzing the quantitative data, and inductive qualitative data analysis is used for analyzing the qualitative data. The quantitative data analysis shows professional self-efficacy to have a significant relationship with teachers' attitudes towards the teaching profession and their perceived autonomy support (p < .05); also, attitudes towards the teaching profession and perceived autonomy support (r 2 = 0.0209) are significant predictors of professional self-efficacy (p < .05). As a result of the qualitative data analysis, prospective teachers' selfefficacy beliefs have been determined to be affected by undergraduate education, internship experience, fondness of the profession, lecturers' attitudes, self-confidence, and societal status of the profession. The quantitative and qualitative findings are seen to be consistent and mutually supportive.

The Role of Empathic Tendency, Belief in Teaching Competency and Job Satisfaction in Predicting Attitudes towards the Teaching Profession in Primary and Secondary School Teachers

“…According to the sixth finding in the current study, a positive and significant correlation was found to exist between the teachers' attitudes toward the profession and their selfefficacy belief, and that teachers' self-efficacy belief positively predicted their attitude towards teaching. This finding coincides with several other studies in the literature (Ajmal et al, 2020;Bayrakdar et al, 2016;Cakmak et al, 2021;Cetin, 2016;Colomeischi & Colomeischi, 2014;Dadandi et al, 2016;Demirel & Akkoyunlu, 2010;Demirtas et al, 2011;Huang, 2020;Kanadli, 2017;Kara, 2020;Ozokcub, 2018b;Perren et al, 2017;Rimm-Kaufman & Sawyer, 2004;Sari et al, 2009;Ustuner, 2017;Yada et al, 2018). Moreover, in a study by Baltaci (2017), a positive and significant correlation was established between the selfefficacy beliefs and professional attitudes of teachers who serve as school principals, with similar results also found with candidate teacher by Kaleli (2020).…”

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

“…It was found to be high. This finding of the study matched up with the results of several studies that have been carried out on pre-service primary school teachers (AbouDagga, 2005;Aksoy, 2016;Alsheha, 1988;Babu & Raju, 2013;Baykara-Pehlivan, 2008;Çiğdem & Memiş, 2011;Baykara-Pehlivan, 2008;Bektaş & Nalçacı, 2012;Bulut, 2009;Dağ, 2010;Doğan & Çoban, 2009, Fadlelmula, 2015İlter, 2009;Kanadlı, 2017;Kerimgil Çelik, 2015;Kılıç & Bektaş, 2008;Korkmaz & Usta, 2010;Lašek & Wiesenbergová, 2007;Mehmood, Akhter, Ch, Hç., & Azam, 2013;Musa & Bichi, 2015;Özder, Konedralı, & Zeki, 2010;Özkan, 2017;Sarikaya, Töman, & Öztürk, 2018;Serin, Güneş, & Değirmenci, 2015;Sönmez, Işık, Sulak, 2017;Şen, 2006;Uğurlu & Polat, 2011;Yokuş, 2015).…”

Design, Validation, and Application of a Questionnaire on Media Education for Teachers in Training

“…To that extent, it proposes an original instrument that allows diagnosing the levels of knowledge, attitudes, and reasoning of future teachers on this subject. Comprehending teacher perceptions of media education is extremely useful because this subjectivity, according to the literature, is a predictor of how they can utilize certain media approaches or strategies in the classroom (Kanadlı, 2017;Mateus, 2016;Pegalajar-Palomino, 2015;Tondeur, van Braak, & Ertmer, 2017). Despite its importance, few instruments fulfill this purpose and those that exist tend to focus on the use of devices or exclusively on so-called digital competences (Tondeur et al, 2015).…”