The relationship between career decision-making self-efficacy and vocational outcome expectations of preservice special education teachers

Bağlama, Başak; Uzunboylu, Hüseyin

doi:10.15700/saje.v37n4a1520

Cited by 34 publications

(40 citation statements)

References 19 publications

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“…Teachers' capabilities to create changes were neglected, and hence there was no further longitudinal investigation on how teachers can be motivated through taking actions to respond to the challenges [42,43]. By making effective decisions and generating positive teaching outcomes, teachers can develop interest and gain confidence to persist in ESD [44,45]. Some scholars [23][24][25][26] suggested that self-efficacy can be a useful indicator of career actions as it plays a pivotal role to determine an individual's willingness to persist in their tasks while facing difficulties.…”

Section: Literature Reviewmentioning

confidence: 99%

I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

Kwee

2021

Sustainability

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Previous studies indicated that K-12 teachers generally felt reluctant to incorporate sustainable development in their teaching due to a lack of skills, knowledge and interest, particularly language teachers. This qualitative case study, grounded in the Social Cognitive Career Theory, aims to identify the significant factors influencing English teachers’ motivation of incorporating the United Nation’s Sustainable Development Goals (SDGs) into their teaching. Data were collected from multiple sources including semi-structured interviews and classroom observations. By examining how teachers’ self-efficacy develops in relation to outcome expectations and performance goals, the findings showed that teachers’ personal beliefs, attainment of teaching goals and supportive school management can positively influence their self-efficacy and boost their motivation in incorporating SDGs in their English teaching. Such findings can be useful for educators, school management, educational institutes, universities and policy-makers to develop strategies to facilitate teachers’ active roles in ESD by fostering greater collaboration across disciplines and providing relevant professional development and goal-relevant supports.

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Section: Literature Reviewmentioning

confidence: 99%

I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

Kwee

2021

Sustainability

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“…A study was conducted among university students in Spain to investigate the effect of perceived supports and hindrances to self-efficacy convictions and other socialcognitive variables associated with STEM students' career development (Peña-Calvo, Inda-Caro, Rodríguez-Menéndez, & Fernández-García, 2016). While another study among Taiwanese college students investigated their career interests and career goals for majoring in STEM (Mau, Chen, & Lin, 2020), Baglama and Uzunboylu (2017) examined the association between career decision-making self-efficacy and career outcomes expectancy among Turkish preservice teachers. They found that career decision-making self-efficacy significantly predicts career outcome expectancy.…”

Section: Outcome Expectancymentioning

confidence: 99%

Exploring the factors that influence the career decision of STEM students at a university in South Africa

Abe

Chikoko

2020

IJ STEM Ed

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Background Science, Technology, Engineering, and Mathematics (STEM) educators and stakeholders in South Africa are interested in the ways STEM students make their career decisions because of the shortages in these critical skills. Although various factors including family, teachers, peers, and career interest have been reported as determinants of career decision-making, there is a scarcity of studies that have qualitatively explored the levels of influences of any of these factors in the South African context. The main aim of this study was to investigate the factors that influence career decision-making among STEM student majors in a South African university. By better understanding students’ viewpoint on these factors, educators and policymakers can assist students in making career decisions that fit their experiences, personality, and expectations. Students in their 1st, 2nd, 3rd, and 4th year of study respectively, were invited to respond to a semi-structured questionnaire about the factors that were influential in their decision to pursue a career in STEM. A total of 203 texts (response rate: 63%) were qualitatively analyzed utilising a hermeneutic phenomenology approach to traditional content analysis, whereby themes develop inductively from the data. Results We used a hermeneutic phenomenological method to traditional content analysis to examine the factors influencing participants’ career decision-making. Peer interrogation, modified member verification, compact description, code-recode tactics, and assessment trails were engaged to confirm quality and rigour. Three key results emerged, namely interpersonal, intrapersonal, and career outcomes expectancy. The perceptions of STEM students of their career decision-making in the South African context are more multifaceted than reported previously. The insights could inform policies to counter skills shortages in the STEM area. Conclusions In this exploratory study, we gave attention to describing the various ranges of students’ perceptions and experiences regarding their career decision-making. Several students reported, among other factors, that their families, personality, and expectations played influential roles in their career decision-making. Here, we discuss the meaning of interpersonal, intrapersonal, and outcome expectations with respect to career decision-making from the perspective of STEM students in a South African university.

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“…Mau (2000) found that males have higher career decision-making self-efficacy than females. Moreover, Baglama and Uzunboylu (2017) also found that age was correlated with career decisionmaking self-efficacy.…”

Section: Introductionmentioning

confidence: 92%

“…Several studies have explained the relation between career decision-making selfefficacy and demographic variables (Jiang, 2014;Baglama & Uzunboylu, 2017). Mau (2000) found that males have higher career decision-making self-efficacy than females.…”

Section: Introductionmentioning

confidence: 99%

The Enhanced Career Decision-Making Self-Efficacy by Emotional Intelligence Depended on Proactive Personality

Darmayanti¹,

Salim²

2020

EJREP

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Introduction. Adolescence is a transition period between childhood and adulthood during which a decision to embark on a career is made. Furthermore, emotional intelligence is linked to self-efficacy in career decision-making, and some adolescents possess a proactive personality trait that seemingly strengthens the relation between the two concepts. Method. This study evaluated relations between emotional intelligence and career decisionmaking self-efficacy and considered whether such relations are moderated (strengthened or weakened) by proactive personality. A group sample (N = 840) from state senior high schools in Indonesia was surveyed. Results. Career decision-making self-efficacy correlated with emotional intelligence. Additionally, proactive personality had a moderating effect on the relation between emotional intelligence and career decision-making self-efficacy. Discussion and Conclusion. There is a significant positive relation exists between the two factors, and the hypothesis is accepted. The role of proactive personality suggests that career interventions should emphasize proactive personality aspects to increase the career decisionmaking self-efficacy of adolescents

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The relationship between career decision-making self-efficacy and vocational outcome expectations of preservice special education teachers

Cited by 34 publications

References 19 publications

I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

Exploring the factors that influence the career decision of STEM students at a university in South Africa

The Enhanced Career Decision-Making Self-Efficacy by Emotional Intelligence Depended on Proactive Personality

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