Preservice preschool teachers self-efficacy beliefs and attitudes toward teaching profession

Abstract

The purpose of this study is to investigate preservice preschool teachers' self-efficacy beliefs and attitudes toward the teaching profession. The population of the present study consisted of 855(Female= 729) preservice preschool teachers studying at the Faculty of Education, Cumhuriyet University, in the fall semester of the 2015 -2016 academic year. This study used mixed methods, both quantitative and qualitative methods. There were two samples (n = 407and; n = 278). While the quantitative phase of the study involved a descriptive research design, the qualitative phase included a case study research method. Quantitative data were collected through Preschool Teachers' Self Efficacy Beliefs Scale and Teaching Profession Attitude Scale. In qualitative method, preservice preschool teachers were asked to describe their perceptions about teaching profession through a metaphor. Quantitative results revealed that preservice preschool teachers had high level of selfefficacy beliefs and positive attitudes toward teaching profession. With regard to the gender differences, the analyses indicated that females had more selfefficacy beliefs and positive attitudes toward teaching profession than did their male counterparts, but the differences were not statistically significant. In terms of grade level, while the senior and junior participants had higher level of self-efficacy beliefs and attitudes toward teaching profession than freshmen and sophomore participants, a meaningful difference was only observed in the subscale of Harmony between the1 st and 3 rd grades favoring 3 rd grade. There was also a positive and small correlation between the participants' self-efficacy beliefs and their attitudes towards teaching profession. Qualitative results were obtained from 75 metaphors which were classified under nine categories. In line with the codes and their categories, it can be interpreted as the participants have positive attitudes toward teaching profession through metaphors. Therefore, qualitative part of this study supports the findings revealing the preservice preschool teachers' positive attitudes toward teaching profession.

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

“…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.…”

Investigation of the 21st Century Skills of High School Students Under State Protection and Care

“…From among these children, those of high school age (13 -18 years old) stay in the Children's Homes Site (CHS). Adolescence is the period of fast physical and emotional development when individuals try to gain their identity and independence (Derman, 2007). It is also a critical period for cognitive development including the development of problem solving, probability calculation and reasoning skills (Steinberg, 2013).…”

An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

“…The preschool teachers is expected to establish a setting in which he or she meets the needs of the students by providing the necessary equipment and strategies. The preschool teacher is supposed to develop his or her educational plans in line with the interests and needs of the children as well as using the appropriate teaching methods and techniques to facilitate the acquisition of the children and to bring the interaction between the child and the environment to the top level (Elaldi and Yerliyurt, 2016;Guo, Justice, Sawyer and Tompkins, 2011;Guo, Piasta, Justice and Kaderavek, 2010). Standards developed for professional qualifications of preschool teachers could be used as means to meet these competencies, which will eventually provide institutions with the resources for professional development and supervision.…”