The Predictive Relationship between Pre-Service Teachers’ Self-Efficacy Belief, Attitudes towards Teaching Profession and Teaching Motivation

Abstract

The aim of the study is to determine the relationship between self-efficacy beliefs, attitudes towards teaching profession and teaching motivation among pre-service teachers. The study, in which 364 pre-service teachers participated, is designed as a correlational survey model. Teachers’ Sense of Self-efficacy Scale, Attitude Scale of Teaching Profession and Motivation to Teach Scale are used as data collection tools. While the independent variables of the study are willingness to choose the teaching profession and academic success, dependent variables are teacher self-efficacy, attitudes towards teaching profession and teaching motivation. The result of the study suggests that as the general academic achievement average of pre-service teachers increase, their perceptions of teaching self-efficacy, teaching attitudes and teaching motivations also increase. The fact that pre-service teachers choose the teaching profession voluntarily affects their teaching self-efficacy perceptions, teaching attitudes and teaching motivations positively. There is a significant relationship between the pre-service teachers' teaching self-efficacy beliefs, their teaching attitudes towards teaching, and their teaching motivation levels. It is concluded that intrinsic motivation for teaching and teaching profession self-efficacy beliefs have a significant effect on attitude towards teaching.