Investigation of the Relationship between Pre-service Music Teachers’ Attitudes towards Teaching Profession and their Self-efficacy Beliefs

Kaleli, Yavuz Selim

doi:10.46328/ijres.v6i4.1493

Cited by 26 publications

(31 citation statements)

References 26 publications

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“…It was found that there was difference in technological knowledge levels in favor of male participants and pedagogical knowledge levels in favor of females. When the literature is reviewed, it is seen that similar results were obtained as a result of comparing the level of technological pedagogical content knowledge based on the variable of gender (Bozkurt, 2016;Koh & Chai, 2011;Jacob, 2002;Jang & Tsai, 2012;Kaleli, 2020aKaleli, , 2020bMahmutoğlu 2019;Tuncer & Bahadır, 2016;Vasil, 1993). In the research conducted by Vasil (1993), it was found that research and technology self-efficacy and use differ in favor of male.…”

Section: Discussionmentioning

confidence: 71%

An Investigation of Graduate Students’ Technological Pedagogical and Content Knowledge (TPACK)

Koyuncuoğlu

2021

IJEMST

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This study aimed to investigate and compare the perception of TPACK competence of graduate students studying at the institutes of Natural Sciences, Social Sciences and Educational Sciences based on the variables of gender, graduate program level and field. The participants of the research consist of 186 graduate students studying at the institutes of Karatay, Necmettin Erbakan and Selçuk University. TPACK Competence Scale was used to collect research data. The results of the research showed that graduate students’ technological knowledge and TPACK competence were moderate. It was also found that male graduate students’ technological knowledge and technological content knowledge were high, whereas female participants had a high-level perception of pedagogical knowledge. In addition, perceptions of TPACK competence varied based on the field and level of graduate education.

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Section: Discussionmentioning

confidence: 71%

An Investigation of Graduate Students’ Technological Pedagogical and Content Knowledge (TPACK)

Koyuncuoğlu

2021

IJEMST

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“…It reflects their general feelings and thoughts about their job, work, colleagues and working environment. The demands of the employees regarding their jobs, their feelings, thoughts, attitudes and behaviors related to their job are within the scope of job satisfaction studies (Güner, Çiçek, & Can, 2014, Gürsel, Sünbül & Sarı, 2003Kaleli, 2020).…”

Section: Job Satisfactionmentioning

confidence: 99%

Analysis of Music Teachers’ Job Satisfaction and COVID-19 Anxiety Levels

Kibici

2021

IJonSES

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It is aimed in this study to examine the job satisfaction and virus contagion concerns of music teachers in terms of certain variables during the COVID-19 process. Based on the correlational and causal comparison method in the research, music teachers' job satisfaction and contagion concerns during the COVID-19 process were compared according to the variables of gender, age and type of school they work. Besides, the relationship between music teachers' job satisfaction and contagion anxiety was explained with relational screening method. The sample of the study consists of 236 music teachers working in Konya, Karaman and Aksaray and determined by random sampling method. Minnesota Job Satisfaction and COVID-19 Anxiety scales were used to collect the research data. According to the research findings, job satisfaction of music teachers during the COVID-19 process differs according to gender, age and school type. Also, a negative relationship was found between COVID-19 anxiety and job satisfaction. Based on the results of the research, suggestions were made to increase the job satisfaction of music teachers and reduce their anxiety during the COVID-19 process.

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“…In another study by Shaheen et al (2016), no significant difference was found in the attitude in terms of program of prospective teachers while there was a difference campus wise. It is thought that a great many variables such as the values of prospective teachers (Kaur, 2017;Parlar & Cansoy, 2016), their living purposes and psychological well-being levels (İkiz et al, 2018), the sources of self-efficacy beliefs (Arslan & Çolakoğlu, 2019), self-efficacy perceptions (Ataş Akdemir, 2018;Elaldı & Yerliyurt, 2016;Kaleli, 2020;Karakuş, 2017), working values (Arastaman & Demirkasımoğlu, 2017), genders (Kee & Aye, 2020;Polat, 2019) and thinking styles (Ozan, 2019) affect the attitude towards the profession of teaching. Besides carrying out studies into reducing the professional concerns of the prospective teachers and increasing their university life qualities will affect the professional attitudes of the prospective teachers in a positive way.…”

Section: Discussionmentioning

confidence: 99%

The Predictive Role of Professional Concern and Quality of University Life on Attitudes Toward Teaching Profession

Atabey¹

2021

Participatory Educational Research

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The current study was carried out to determine the role of professional concern and university life quality of prospective teachers in explaining their attitudes towards the profession of teaching. The working group of the research was made up of 580 prospective teachers attending a faculty of education at a state university. As a data collection tool, "The Attitude Scale towards the Profession of Teaching", "Occupational Anxiety Scale for Prospective Teachers" and "The Scale of Quality of Life in University" were used. The research was carried out through relational research method, a quantitative research method. At the end of the research, it was found that the professional attitudes of the prospective teachers were positive, their concern levels were low, they experienced "Appointment Centred Concern" and "Adaptation Centred Concern" the most, their satisfaction regarding university life quality was at medium level and that they were content with "Social Facilities" the least. It was found that there was a significant relation between the attitude towards profession and professional concern in a negative way and that as the professional concern decreased, positive professional attitude increased. It was also found that there was a significant relation between the attitude towards profession and university life quality in a positive way and that as the satisfaction of university life quality increased so did positive professional attitude. It was determined that there was a significant relation between the professional concern and university life quality in a negative way and that as the university life quality increased, professional concern decreased. It was determined that professional concern of the prospective teachers and their satisfaction regarding university life quality predicted the attitude towards the profession of teaching at 13.9% rate. In line with the results of the research, various recommendations were made.

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Investigation of the Relationship between Pre-service Music Teachers’ Attitudes towards Teaching Profession and their Self-efficacy Beliefs

Cited by 26 publications

References 26 publications

An Investigation of Graduate Students’ Technological Pedagogical and Content Knowledge (TPACK)

An Investigation of Graduate Students’ Technological Pedagogical and Content Knowledge (TPACK)

Analysis of Music Teachers’ Job Satisfaction and COVID-19 Anxiety Levels

The Predictive Role of Professional Concern and Quality of University Life on Attitudes Toward Teaching Profession

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