Oktay Cem ADIGÜZEL, Seray DALİOĞLU TATLI

The Relationship between Teacher Candidates' Possible Selves, Self-Efficacy Beliefs and Attitudes towards Teaching

Bu çalışmada, öğretmen adaylarının meslekteki ilk yıllarına yönelik olası benlikleri ile öz-yeterlik inançları ve öğretmenliğe ilişkin tutumları arasındaki ilişkinin incelenmesi amaçlanmıştır. Bu genel amaç doğrultusunda araştırma sorularına yanıt aramak amacıyla ilişkisel tarama modelinde bir çalışma deseni kullanılmıştır. Araştırmada, tabakalı örnekleme yöntemi kullanılmış ve çalışma 2014-2015 öğretim yılı bahar döneminde Tu?rkiye'deki eğitim faku?ltelerinin son sınıfında öğrenim görmekte olan 2081 öğretmen adayı ile yu?ru?tu?lmu?ştu?r. Çalışma verilerinin analizinde korelasyon ve regresyon analizlerinden yararlanılmıştır. Araştırmanın sonuçları, öğretmen adaylarının beklenen olası öğretmen benlikleri ile özyeterlik inançları ve mesleğe yönelik tutumları arasında pozitif bir ilişki olduğunu, korkulan olası öğretmen benlikleri ile öz-yeterlik inançları ve mesleğe yönelik tutumları arasında ise negatif bir ilişki olduğunu ortaya koymuştur. Regresyon analizi sonuçlarına göre, öz-yeterlik inançları ve mesleğe yönelik tutum beklenen olası öğretmen benliklerinin önemli yordayıcıları iken korkulan olası öğretmen benliklerini yordayan tek değişkenin öz-yeterlik inancı olduğu bulunmuştur.

Öğretmen Adaylarının Olası Benlikleri, Öz-Yeterlik İnançları ve Öğretmenliğe İlişkin Tutumları Arasındaki İlişki

The purpose of this study is to examine the relationship between possible selves of teacher candidates regarding their first year in the profession and self-efficacy beliefs and attitudes towards teaching. In line with this purpose, a descriptive study with a relational screening model was designed in order to answer the research questions. The stratified sampling method was used and research was conducted with 2081 senior students studying in education faculties during the spring term of 2014-2015 in Turkey. In the study, correlation analysis and multiple linear regression analysis were carried out for data analysis. Results of the research indicated that there is a positive relation between expected possible selves and teacher self- efficacy beliefs and attitudes toward the profession, whereas there is a negative relation between feared possible selves and teacher self- efficacy beliefs and attitudes towards the profession. The regression analysis revealed that self-efficacy beliefs and attitudes towards teaching are both significant predictors of expected teacher possible selves, whereas self-efficacy beliefs are the only significant predictor of feared teacher possible selves.

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