Attitudes Towards Teaching Profession

http://www.eab.org.tr
Educational Research Association
The International Journal of
Educational Researchers 2014, 5 (2) : 16-29
ISSN: 1308-9501
http://ijer.eab.org.tr
The Investigation of Teacher Candidates’ Attitudes Towards Teaching
Profession
(Öğretmen Adaylarının Öğretmenlik Mesleğine İlişkin Turumlarına Yönelik İnceleme)
Mehtap BADEMCIOGLU 1
Hakan KARATAS 2
Bulent ALCI3
Abstract
The purpose of this study was to investigate teacher candidates’ attitudes towards the teaching profession according
to their gender, field and programs from which they have graduated, and whether or not practiced teaching
profession before. The research group included 180 female (%83.33) and 36 male (%16.66) teacher candidates
studying in Pedagogical Formation Certificate Program at Yildiz Technical University. The Attitude Scale Related to
Teaching Profession having been developed by Erkuş, Sanlı, Bağlı and Güven (2000) for measuring the attitudes of
teachers toward teaching profession was administered as a data collection tool. Data were analysed using descriptive
statistics, independent samples t-test and one-way ANOVA. Results revealed that while teaching experience has an
important effect on attitudes towards teaching, but gender, field, and program variables do not have any significant
effect on it. Also, it was found that the teacher candidates in pedagogical formation certificate program have a
positive attitude towards the teaching profession.
Keywords: Teaching profession, professional attitude, teacher candidate, pedagogical formation program.
Özet
Bu çalışmanın amacı, öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumlarını cinsiyet, bölüm, mezun
oldukları program ve öğretmenlik deneyimi değişkenlerine göre incelemektir. Araştırmanın çalışma gurubu 180
kadın (%83.33) ve 36 erkek (%16.66) olmak üzere Yıldız Teknik Üniversitesi’nde düzenlenen Pedagojik Formasyon
Sertifika Programına devam eden öğretmen adaylarından oluşmaktadır. Araştırmada very toplama aracı olarak
öğretmenlik mesleğine yönelik tutumu ölçmek amacıyla Erkuş, Sanlı, Bağlı and Güven (2000) tarafından geliştirilen
Öğretmenlik Mesleğine Yönelik Tutum Ölçeği kullanılmıştır. Veriler betimsel istatistikler verilerek bağımsız
örneklemler için t-testi ve tek yönlü ANOVA teknikleri kullanılarak analiz edilmiştir. Sonuçlar öğretmenlik mesleği
deneyiminin öğretmenlik mesleğine yönelik tutum üzerinde anlamlı bir fark oluşturduğunu, ancak cinsiyet, alan ve
mezun oldukları program değişkenlerinin anlamlı bir fark oluşturmadıklarını ortaya çıkarmıştır. Ayrıca, pedagojik
formasyon sertifika programına devam eden öğretmen adaylarının öğretmenlik mesleğine yönelik olumlu bir tutuma
sahip oldukları gözlemlenmiştir.
Keywords: Teaching profession, professional attitude, teacher candidate, pedagogical formation program.
1
Yıldız Teknik University, mehtapbademcioglu@gmail.com
Yıldız Teknik University, hkaratas@yildiz.edu.tr
3
Yıldız Teknik University, bulent_alci@hotmail.com
2
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
Introduction
Qualified individuals keeping up with developments are needed in a rapidly changing world.
Education is considered as responsible for developing these (Şahin, 2010). And, it is regarded as a matter of
national importance and an indispensable agency on building a nation (Belagali, 2011). The teachers shape and
mould the whole process of education. Due to these, the teacher is the most critical component for
implementing of the educational process (Şişman, 2004). Since teaching is a challenging profession and only
those teachers that can shoulder the heavy responsibilities of nation building, the raising teacher must
conceivably get the highest priority. The teaching profession requires teachers who have cognitive, affective
and psychomotor qualifications. The levels of these qualifications, will affect teacher candidates’ success in the
profession. So, in teacher training, a positive attitude about the profession is of great importance (Tural and
Kabadayı, 2014).
LITERATURE REVIEW
Pedagogical Formation Certification Program
Teaching techniques and methods are changing swiftly thanks to advances in information
technologies. Hence, expectations from teachers have increased (Tural and Kabadayı, 2014). Chapman and
Mählck (1997), Darling-Hammond (1999), Miguel and Barsaga (1997), and Nye, Konstantopoulos and Hedges
(2004) emphasize that there is a positive relationship between teacher quality and student achievement.
Teachers should have cognitive, affective and psychomotor qualifications, since the teaching profession has the
power to influence society in all areas. And, the levels of these will affect teacher candidates’ success in the
profession (Tural and Kabadayı, 2014). Teaching is also defined by Turkish National Education. In National
Education Basic Law (No 1739, Article 43), it is underlined that teaching is a specialization profession which
undertakes the tasks of education, teaching and management duties related to them and preparation to the
teaching profession can be provided with general culture, specific field training and pedagogical formation
(Milli Eğitim Bakanlığı [MEB], 1973). According to MEB (2010), the definition of Pedagogical Formation
program is as follows: “The purpose of Pedagogical Formation program is to provide graduates of science
faculties with basic knowledge and abilities for being teachers in their areas of graduation. The teacher
candidates completing this program successfully can work in public and private high schools as teacher in their
graduation area. It also makes the candidates beware of new developments in our education system.”
According to Senemoğlu and Özçelik (1987), just knowing the subject to be taught does not enough to teach it,
since knowing any subject and teaching it cannot be the same. This program supplies helpful views which have
importance in any learning area in education (Şimşek, 2000). And, as this program improves teachers’
professional development in teaching and the quality of education, it is necessary for all teacher candidates
(Atasoy, 2004).
In Turkey, students participating in the Pedagogical Formation Certificate Program represent a group
for whom teaching is not their first choice of profession. They later decide to become teachers for different
reasons. Pedagogical Formation Certificate Program continues in universities is four semesters in duration for
students attending undergraduate school and two semesters for graduate students. In parallel to courses in
The International Journal of Educational Researchers (IJERs)
Sayfa 17
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
education faculty programmes, teacher candidates take courses such as Introduction to Education,
Developmental Psychology, Curriculum Development and Teaching, Measurement and Evaluation, Classroom
Management, Learning, Teaching Theories and Approaches, Guidance, Special Teaching Methods,
Instructional Technologies and Material Design, and Teaching Practice to obtain teacher competencies (Tural
and Kabadayı, 2014). If the teacher candidates have positive attitudes towards the teaching profession, they
will motivate their students more easily in the future. And, their behaviours towards the students will be sincere
(Çeliköz and Çetin, 2004). As information on teachers candidates' attitudes towards the teaching profession
suggests directions for the development of positive attitudes before they begin teaching, investigation the
attitudes of candidates in the Pedagogical Formation Certificate Program towards the teaching profession is
important (Tural and Kabadayı, 2014).
Attitudes towards Teaching Profession
Attitude is important to understand human behaviour and it has been defined in a number of ways
(Gourneau, 2005). According to Üstüner (2006), attitude is a tendency attributed to the individual and forming
his thoughts, feelings, and behaviours about a psychological object. Also Inceoglu (1993) defined attitude as a
cognitive, affective, and behavioural reaction. It is organized by the individual’s experiences, motivations and
knowledge which are oriented towards himself/herself or any social affair, subject or event around him/her. A
profession which affects individual’s lifestyle and status has a crucial role in satisfying individual’s psychosocial needs. It is believed that teachers should be furnished with general culture, domain, and knowledge. In
addition to this, it is expected that they should have positive attitudes towards the teaching profession for
professional satisfaction and success (Camadan and Duysak, 2010).
The attitude of an individual towards their profession has an impact on their performance and success
in that profession (Çakır, 2005; Durmuşoğlu, Yanık, and Akkoyunlu, 2009). If the teacher has a positive
attitude, s/he will not dishonour the name of her/his profession. S/he will be proud of the teaching profession.
And also, s/he will not wait for or let others regulate her/his professional work. The professionals will control
and adjust their conduct themselves. Moreover, they enjoy and dedicate themselves to this profession. And,
they are aware that it is socially necessary and important (Temizkan, 2008). That is to say, teachers’ positive
attitudes towards their profession have a great importance in fulfilling the requirements of the profession and
bringing along professional contentment (Durmuşoğlu, Yanık and Akkoyunlu, 2009, Terzi and Tezci 2007).
Attitudes become more important as the profession is teaching (Capri and Celikkaleli, 2008). The manner of
the teachers’ attitudes towards the teaching profession affects the way the student learns (Kavcar, 2005).
Education is regarded as a social institution and a system. Students, teachers, curriculum,
administrators, educational experts, educational technology, and both physical and financial sources are some
major components of education (Şişman, 2004). Education is an activity helping students in attaining needed
information, ability, attitude, and developing their identities while they are preparing for public life (Karslı,
2008). And, how children view themselves inside and outside of school can be influenced by school
experiences, and the students’ present and future decisions can be shaped by these school memories (Gourneau,
2005). Due to these, the teacher is the most critical component for implementing of the educational process
The International Journal of Educational Researchers (IJERs)
Sayfa 18
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
(Şişman, 2004). Additionally, educational or instructional objectives and the content of the subject depend on
the teacher’s attitude (Sümbül, 2001). That is, for understanding and improving educational processes,
teachers’ beliefs, attitudes and practices shaping students’ learning environment and influence student
motivation and achievement are crucial (OECD, 2009). Only if educational process is implemented
enthusiastically can the desired educational development of the students be brought about (Belagali, 2011).
Because the impact of teacher candidates’ attitudes on teaching and learning process is vital, Sayın (2003)
highlighted that teacher candidates should choose the teaching profession for the reasons that they love and
respect teaching.
In any profession, negative attitudes towards the profession can be seen. Yet, this issue is more
important for teaching profession than the others. As negative attitudes can have a negative effect on one’s
teaching practice, the attitudes of teachers towards their profession play a crucial role (Duatepe and AkkuşÇıkla, 2004). Due to this, there are several studies about the attitudes of teachers (Azeem, Nasir, Khalil-rRehman, Afzal, Muhammad and Idrees, 2009; Çakır, 2005; Duatepe and Akkuş-Çıkla, 2004; Üstüner,
Demirtaş, and Cömert, 2009; Yaakub, 1990). But, there are limited researches about gender differences in
attitudes of teacher candidates attending Pedagogical Formation Training Certification Program towards the
teaching profession. For example, Alghazo, Dodeen and Algaryouti (2003), Askar and Erden (1986), Çakır
(2005), Tanrıöğen (1997) Üstün, Erkan and Akman (2004) investigated the effect of the gender variable on
attitudes towards the teaching profession. The findings revealed that female teachers have more positive
attitudes towards their profession. Kaya and Büyükkasap (2005) studied on the attitudes and concerns of preservice teachers regarding teaching profession in terms of several variables. According to their findings,
females who viewed it as an ideal profession and had ambition to be a teacher were found to have more
positive attitudes towards the profession than males. However, Çakır, Kan and Sümbül (2006) concluded that
female teachers have more negative attitudes towards their profession than male teachers.
In Turkey, it is accepted by many people that teaching is an appropriate job for women (Sharbain and
Tan, 2013). In the 2006–2007 academic year, according to the report “Gender inequalities in Turkey”
(TUSIAD and KAGIDER, 2008), the rate of the female teachers were 95.6% in kindergarten, 48% in
elementary schools, 41.3% in secondary schools and 39.3% in general vocational-technical education. It was
underlined in this report that they prefer teaching since it leaves suitable spaces to meet the expectations as
housewives, spouses, and mothers. That is, women consider teaching as an appropriate profession to the
traditional gender roles. Nevertheless, males as principals is greater in number than females (GDSW, 2010).
Actually, there is no legal or official barrier in allocation and promotion of women in Turkey. Yet, the profile
of managerial system continues to be a ‘‘men-hegemonic’’ area (Sharbain and Tan, 2013). But, in
administrative roles, the success of women provides an example for encouraging the advancement of the others
(Addi-Raccah and Ayalon, 2002).
The attitude towards a profession is the most important determinant of success of the individual in that
profession (Gürbüz and Kışoğlu, 2007). Because of this, many researchers give the importance of teachers’ and
teacher candidates’ attitudes. And, some researches indicated that several variables such as gender, class level,
type of program they graduated from affect the attitudes towards teaching profession (Akbulut and Karakuş,
The International Journal of Educational Researchers (IJERs)
Sayfa 19
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
2011). Bartan, Oksal and Sevi (2013), analysed attitudes of 583 pre-school teacher candidates at Dumlupinar
University Education Faculty Pre-school Teaching Department. It was found that female teacher candidates
had a more positive attitude than male candidates.
Yeşil (2011) examined attitudes of the teacher candidates studying in Turkish Language Teaching
department on the teaching profession in terms of socio-demographic features. Findings indicated that attitudes
of Turkish teacher candidates towards the teaching profession were positive. It was seen that female candidate
teachers had more positive attitudes than male candidate teachers in terms of demographic features. And,
according to this research, teacher candidates who were satisfied with their department had higher attitude
means than the others.
Sözer (1996) determined the attitudes of teacher candidates studying in their fourth year in various
undergraduate programs of Anadolu University, Faculty of Education and teacher candidates studying in the
Teaching Certificate Program towards teaching profession in terms of several variables. The results of the
study revealed that teacher candidates’ attitudes were positive and showing a statistically significant difference
favouring the females in terms of gender variable. Köğce, Aydın and Yıldız (2010) carried out a study to
compare the attitudes of freshman and senior pre-service teacher candidates pursuing an undergraduate degree
in an elementary mathematics education program towards the teaching profession. And, the aim of the research
was also to reveal the kind of relationship that existed between these attitudes. It was concluded that the
attitudes of freshmen and senior pre-service teachers toward teaching profession showed statistically significant
difference in terms of several variables favouring senior pre-service teachers.
Akbulut and Karakuş (2011) studied on pedagogical content courses’ influence on teacher candidates’
attitudes towards the teaching profession. They were secondary school science and Mathematics (Physics,
Chemistry, Biology, and Mathematics) teacher candidates. The findings showed that their attitudes towards the
teaching profession were positive. Yet, it was found that the attitude scores of the pre-service teachers who are
studied to content courses decreased at the end of the pedagogical content courses.
In the literature about teachers and teacher candidates' attitudes towards teaching profession, there are
many studies. Şahin Taşkın and Hacıömeroğlu (2010) examined attitudes of 223 final year teacher candidates
who studied in elementary education on teaching profession. Their findings showed there were differences
between pre-service teachers’ attitudes and programs in which they enrol. Yet, there was no meaningful
difference between candidates’ attitudes and gender. The study also indicated that pedagogy courses influence
teacher candidates’ attitudes towards teaching positively. Şimşek (2012) analysed attitudes of 583 teacher
candidates who studied at Faculty of Technical Education with respect to class, gender, educational level of
parents, and seeing themselves adequate. Male candidates’ attitudes were more negative than female
candidates’ attitudes. According to class levels, no significant change was observed. However, it was seen that
departments at which candidates study affected their perceptions of competence of the teaching roles. Akbulut
and Karakuş (2011) investigated the attitudes of 239 secondary school science and mathematics teacher
candidates. It was found that teacher candidates’ attitudes towards teaching profession were positive. Though
there was no significant difference among the programs, a significant difference was found according to the
The International Journal of Educational Researchers (IJERs)
Sayfa 20
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
grades. For all these, there are limited researches about attitudes of Pedagogical Formation Training
Certification Program teacher candidates towards the teaching profession (Tural and Kabadayı, 2014).
The purpose of this study was to investigate Pedagogical Formation Program teacher candidates’
attitudes towards the teaching profession according to their gender, field and programs they have graduated
from, and whether or not practiced teaching profession before. For this purpose following research question is
the frame for this study.
“Do the attitudes of teacher candidates towards teaching profession differentiate in terms of gender,
field and programs they have graduated from, and whether or not they had taught before?”
METHOD
Participants and Setting
This study was conducted during 2013-2014 academic year with the participation of 180 female
(%83.33) and 36 male (%16.66) teacher candidates studying in Pedagogical Formation Certificate Program at
Yildiz Technical University. All participants took part in the study voluntarily. The distribution of the sample
with respect to programs which were accepted in two main fields as social sciences and applied sciences is
shown in Table 1.
Table 1: Teacher candidates participating in the survey by subject area
Field
Program
N
%
Social Sciences
Philosophy
61
28.24
History
43
19.90
Mathematics
51
23.62
Physics
61
28.24
Applied Sciences
Data Collecting Instrument
This study is based on survey design. The data were collected by The Attitude Scale Related to
Teaching Profession having been developed by Erkuş, Sanlı, Bağlı and Güven (2000). This scale is concluded
that it can measure the attitude towards the teaching profession. It consists of 23 items for a total of 13 negative
and 10 positive. The scale was prepared as a five-point Likert-type. The identification levels of the terms were
graded as 1: Strongly Disagree, 2: Disagree, 3: Uncertain, 4: Agree, 5: Strongly Agree. The reliability
coefficient (Cronbach alpha) of the scale was determined to be .99. The highest point to be obtained in The
Attitude Scale Related to Teaching Profession prepared as 5 graded Likert-type was 115 and the lowest point
was 51.
Analysis of Data
Data acquired by means of the application of The Attitude Scale Related to Teaching Profession were
analysed using independent samples t-test and one-way ANOVA via SPSS (Statistical Package for Social
Sciences) 21.0 software program. The analysis of independent samples t-test was used to define whether there
was a significant difference in teacher candidates’ attitudes towards teaching profession in terms of gender,
The International Journal of Educational Researchers (IJERs)
Sayfa 21
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
field and teaching experience. Also, the analysis of one way ANOVA was administered to define whether
there was a significant difference in teacher candidates’ attitudes towards teaching profession in terms of
program they graduated from.
FINDINGS
In this section, changes in Pedagogical Formation Program teacher candidates’ attitudes towards the
teaching profession are analysed according to gender, whether or not the candidates had taught before. The
results were interpreted according to the 0.5 significance level in the t-test calculations.
Table 2: The Findings of the Teacher Candidates’ Attitudes towards the Teaching Profession
Teacher
Candidates
N
Mean
Std. D.
Std. E.
Min.
Max.
216
96.55
12.42
.84
51
115
As it is observed in Table 2, the points of teacher candidates’ attitudes towards teaching profession
was very high ( X = 96.55). This finding shows that teacher candidates attending Pedagogical Formation
Certificate Program have very positive attitudes towards teaching profession.
Table 3 focuses on the teacher candidates’ attitudes towards the teaching profession according to their
gender.
Table 3: The Findings of the Teacher Candidates’ Attitudes towards the Teaching Profession According to
their Gender
Gender
N
Mean
SD
df
t
p
Female
180
96.92
12,22
214
.98
.71
Male
36
94.69
13,4
Table 3 shows that was no significant difference between teacher candidates’ attitudes towards
teaching profession in terms of gender (t=.98, p>.05). According to this finding, it can be said that gender is not
a significant variable on teacher candidates’ attitudes to teaching profession.
Table 4 presents the findings on the teacher candidates’ attitudes towards the teaching profession
according to their teaching experience.
Table 4: The Findings of the Teacher Candidates’ Attitudes towards the Teaching Profession According to
their Teaching Experience
Teaching
N
Mean
SD
df
t
p
Experienced
84
100.19
9.55
214
3.52
.01
Inexperienced
132
94.24
13,47
Experience
The International Journal of Educational Researchers (IJERs)
Sayfa 22
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
When compared according to teaching experience, a significant difference was observed in favour of
experienced teachers (t=3.52, p<.05). This finding shows that teaching experience has a positive and significant
effect on teacher candidates’ attitudes to teaching profession.
Table 5 shows the differences on the teacher candidates’ attitudes towards the teaching profession in
terms of their field.
Table 5: The Findings of the Teacher Candidates’ Attitudes towards the Teaching Profession According to
their Field
Field
N
Mean
SD
df
t
p
Social Sciences
104
98.03
11.04
214
1.69
.11
Applied Sciences
112
95.17
13,47
According to the finding in Table 5, there was no significant difference between teacher candidates’
attitudes towards the teaching profession in terms of their field (t=1.69, p>.05). It is found that teacher
candidates’ field of study has no significant difference in their attitudes towards the teaching profession.
One way ANOVA test was conducted to determine if there was a significant difference in the teacher
candidates’ attitudes towards the teaching profession according to their programs from which they have
graduated. Table 6 and 7 show the descriptive statistics and findings of one way ANOVA analysis.
Table 6: The Descriptive Statistics of the Teacher Candidates’ Attitudes towards the Teaching Profession
According to Their Programs
Program
N
Mean
Std. D.
Std. E.
Min.
Max.
History
43
99.97
8.89
1.35
81
115
Mathematics
51
93.76
13.88
1.94
51
113
Philosophy
61
96.36
13.12
1.68
61
115
Physics
61
96.67
12.22
1.56
53
115
The International Journal of Educational Researchers (IJERs)
Sayfa 23
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
Table 7: The Findings of One Way ANOVA Analysis of the Teacher Candidates’ Attitudes towards the
Teaching Profession According to Their Programs
Groups
Sum
Squares
of
df
Mean
F
p
1.97
.11
Between Groups
903.67
3
301.22
Within Groups
32267.66
212
152.20
Total
33171.33
215
As seen in Table 6 and 7, it was observed that there was no significant difference in teacher
candidates’ attitudes towards teaching profession according to the programs they graduated from (F=1.97,
p>.05). The result of the ANOVA test demonstrates that program differentiation did not affect their attitudes
towards the teaching profession. It was also confirmed that there was not any differences between groups.
DISCUSSION
Knowledge, skills and attitudes required to perform the teaching profession effectively and efficiently
are accepted generic teacher competencies. A teacher is to have high levels of subject knowledge and
professional training. Yet, if he or she has negative attitude towards the teaching profession, it may affect his or
her students’ performance negatively (MEB, 2006). Therefore, Pedagogical Formation Certification Program
teacher candidates’ attitudes towards teaching profession needs to be investigated in process of teacher
education programmes to identify training needs according to results of the current status analysis.
In the literature, it is seen that there are different results related to the gender variable regarding the
attitudes towards the teaching profession. For example, Serin, Serin, Saracaloglu and Kesercioğlu (2004)
suggested that the attitudes of the male students towards the teaching profession were more positive, while
Tanrıöğen (1997) and Sağlam (2008) asserted that the attitudes of the female students towards the teaching
profession were more positive. However, Kaplan and Ipek (2002) observed that the gender did not produce a
significant difference in their study. These studies support the study data available. Based on the available
study data, it can be suggested that female and male students share similar attitudes towards the teaching
profession.
Many researchers have emphasized that the teacher profession may cause stress that can affect teachers
at almost all stages of their life such as Pearson and Moomaw (2005), and Pearson and Hall (1993). And, many
studies have been carried out on teacher stress, and burnout. A study which was undertaken on a group of
Florida teachers indicated that one-third of teachers would choose another career if they could start over again
(Reglin and Reitzammer, 1998). Also, Byrne (1998) found that two-thirds of new teachers will leave the
teaching profession within four years. These studies have indicated that stress and/or burnout are main factors
to teachers leaving the field of education. However, these results are contradictory with the results of this study.
The present study findings showed that there was a significant difference with respect to teaching experience of
the teacher candidates in the Pedagogical Formation Certificate Program. Teachers who had taught before had
a positive attitude towards teaching profession. Yet, no statistically significant difference was seen between
The International Journal of Educational Researchers (IJERs)
Sayfa 24
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
their attitudes towards the teaching profession with regard to their programs in which they studied. This finding
is similar to that of the studies conducted by Tanrıöğen (1997), Erdem and Anılan (1999), and Şahin et al.
(2009). However with present study participants, these conclusions are limited. Further study may be expanded
with Pedagogical Formation Certificate Program teacher candidates from various universities.
REFERENCE
Addi-Raccah, A. & Ayalon, H. (2002). Gender Inequality in Leadership Positions of Teachers. British Journal
of Sociology of Education 23 (2): 157–177.
Adıgüzel, A. (2013). The Effects of the Pedagogic Formation Certificate Program on Attitudes
among
Teaching Candidates Related to the Profession. Middle-East Journal of Scientific Research, 14 (8):
1082-1089.
Akbulut, Ö. E. & Karakuş, F. (2011). The Investigation of Secondary School Science and
Mathematics
Pre-service Teachers’ Attitudes towards Teaching Profession. Educational Research and Reviews,
6(6).
Alghazo, M., Dodeen, H. & Algaryouti, A. (2003). Attitudes of Pre-Service Teachers towards Persons with
Disabilities: Predictions for the Success of Inclusion. College Student Journal, 37(4): 515-523.
Askar, P. & Erden, M. (1986). The Attitudes of Teacher Candidates toward Teaching as a Profession, Marmara
University. (Paper presented at the First National Education Congress, İstanbul).
Atasoy, A. (2004). Öğretmen Eğitiminde Nitelik ve Pedagojik Formasyon. Bilim ve Aklın Aydınlığında
Eğitim Dergisi, 51: 7-11.
Azeem, M., Nasir, M., Khalil-ur-Rehman, Afzal, M., Muhammad, N. & Idrees, M. (2009).
an Attitude Scale to Measure Pre-Service Teachers’ Attitude towards the
Development of
Teaching Profession. The
Int. J. Learning, 16(5).
Bartan, M., Oksal, A. & Sevi, L. (2013). Analysis of Attitudes of Preschool Prospective Teachers
Teaching Profession and Their Professional Self-Esteem (Kütahya Sample). Ozean
towards
Journal of Social
Sciences 6(2): 35-42.
Belagali, H. V. (2011). A Study of Teachers Attitude towards Teaching Profession of Secondary School in
Relation to Gender and Locality. International Referred Research Journal, 3(32).
Byrne, J. J. (1998). Burnout: Its Causes, Effects and Remedies. Contemporary Education 69(2): 86– 91.
Chapman, D. W. & Mählck, L. O. (1997). Changing What Happens in Schools: Central Level
Initiatives to Improve School Practice. In Chapman, D.W., Mählck, L, O. & Smulders, A.
(Eds.), From Planning to Action: Government Initiatives for Improving School Level Practice.
Paris: International Institute for Educational Planning-UNESCO.
The International Journal of Educational Researchers (IJERs)
Sayfa 25
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
Çakır, O. (2005). Anadolu Üniversitesi Açık Öğretim Fakültesi İngilizce Öğretmenliği Lisans Programı (İÖLP)
ve Eğitim Fakülteleri İngilizce Öğretmenliği Lisans Programı Öğrencilerinin Mesleğe Yönelik
Tutumları ve Mesleki Yeterlik Algıları. Journal of Inonu University Faculty of Education, 6(9): 2742.
Çakır, Ö., Kan, A. & Sümbül, Ö. (2006). The Evaluation of the Teaching Certificate Program and the Master’s
Program without Thesis with Respect to Students’ Attitudes and Self-Efficacy. Mersin University J.
Faculty of Education, 2(1): 36-47.
Çapri, B. & Çelikkaleli, Ö. (2008). Investigation of Pre-service Teachers’ Attitudes towards Teaching and
Professional Self-efficacy Beliefs According to Their Gender, Programs, and Faculty. Inonu
University Journal of Education, 9(15): 33-53.
Çeliköz, N. & Çetin, F. (2004). Anadolu Öğretmen Lisesi Öğrencilerinin Öğretmenlik Mesleğine Yönelik
Tutumlarını Etkileyen Etmenler. Milli Eğitim Dergisi, 162.
Darling-Hammond, I. (1999). Teacher Quality and Student Achievement: A Review of State Policy Evidence.
Education Policy Analysis Archives, 8(1): 1-40
Duatepe, A. & Akkuş-Çıkla, O. (2004). The Attitudes towards Teaching Professions of In-service and
Preservice Primary School Teachers. Pedagogika, 70: 61-65.
Durmuşoğlu, M. C., Yanık, C. & Akkoyunlu, B. (2009). Türk ve Azeri Öğretmen Adaylarının Öğretmenlik
Mesleğine Yönelik Tutumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,
36: 76-86.
Erdem, A. R. & Anılan, H. (1999). PAÜ Eğitim Fakültesi Sınıf Öğretmenliği Öğrencilerinin Öğretmenlik
Mesleğine Ilişkin Tutumları. PAÜ Eğitim Fakültesi Dergisi, 7.
Eren, E. (2000). Örgütsel Davranış ve Yönetim Psikolojisi (Organizational Behaviour and
Management
Psychology). İstanbul: Beta Press Publishing Delivery.
Erkuş, A., Sanlı, N., Bağlı, M. T. & Güven, K. (2000). Öğretmenliğe İlişkin Tutum Ölçeği.General Directorate
on the Status of Women (GDSW), (2010). Türkiye’de kadının durumu. (Situation
of
woman
in
Turkey). Retrieved July 30, 2014 from: http://www.ksgm.gov.tr/Pdf/TR
Gourneau, B. (2005). Five Attitudes of Effective Teachers: Implications for Teacher Training. Essays in
Education, 13: 1-8.
Gürbüz, H. & Kışoğlu, M. (2007). Attitudes of the Science and Art Faculty Students and Education
Students Attend the Non-thesis Graduated Education Program toward Teaching
Faculty
Profession
(Atatürk University Sample). Erzincan Eğitim Fakültesi Dergisi, 9(2): 71-83.
Kaplan, A. & İpek, A. S. (2002). Matematik Öğretmenliği Adaylarının Öğretmenlik Mesleğine Yönelik
Tutumlarının İncelenmesi. Eğitim ve Bilim, 27(125), 69-73.
Karslı, M. D. (2008). Eğitim Biliminin Temel Kuramları ve Yeni Yaklaşımlar. (Basic Concepts of Education
and New Approaches): Eğitim Bilimine Giriş. Introduction to Education Sciences]. (2nd Publication).
Ankara: Pegem Akademi.
The International Journal of Educational Researchers (IJERs)
Sayfa 26
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
Kaya, A. & Büyükkasap, E. (2005). Physics Student Teachers’ Profiles, Attitudes and Anxiety toward
Teaching Profession: An Erzurum Sample. Kastamonu Education Journal, 13(2): 367-380.
Kavcar,
C.
(2005).
Türkçe-Edebiyat Eğitimi ve Öğretmen Yetiştirme. Eğitim Fakültelerinde Yeniden
Yapılandırmanın Sonuçları ve Öğretmen Yetiştirme Sempozyumu,
Gazi Üniversitesi Eğitim
Fakültesi, 22-24 Eylül.
Köğce, D., Aydın, M. & Yıldız, C. (2010). Freshman and Senior Pre-service Mathematics Teachers’ Attitudes
Toward Teaching Profession. (Birinci ve Dördüncü Sınıf Matematik Öğretmen
Adaylarının
Öğretmenlik Mesleğine Karşı Tutumları). The International Journal of Research
in
Teacher
Education, 2(1): 2-18.
Miguel, M. M., & Barsaga, B. E. (1997). Multi-grade Schooling in the Philippines: A Strategy for Improving
Access to and Quality of Primary Education – From Planning to Action:
Government
for Improving School-level Practice. Paris: International Institute for
Educational Planning –
Initiatives
UNESCO.
Milli
Eğitim
Bakanlığı.
(1973).
Mevzuatlar.
Retrieved
on
30
July,
2014
from
http://mevzuat.meb.gov.tr/html/temkanun_1/temelkanun_1.html
Milli Eğitim Bakanlığı. (2006). Generic Teacher Competencies. Retrieved on 08 September, 2014
from
http://otmg.meb.gov.tr/belgeler/otmg/Generic_Teacher_Competencies.pdf
Milli Eğitim Bakanlığı. (2010). Öğretmen Atama ve Yer Değiştirme Daire Başkanlığı. Retrieved on 30
July,
2014
from
http://personel.meb.gov.tr/daireler/mevzuat/mevzuatlar/meb_ogretmenlerinin_atama_ve_yer_degistir
me_yonetmeligi.pdf
Nye, B., Konstantopoulos, S. & Hedges, L. V. (2004). How large are Teacher Effects? Educational Evaluation
and Policy Analysis, 26(3): 237–257.
OECD (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Teaching
Practices, Teachers’ Beliefs and Attitudes, Chapter 4.
Pearson, L. C., & Hall, B. C. (1993). Initial Construct Validation of the Teaching Autonomy Scale.
Journal
of Educational Research, 86(3), 172-177.
Pearson, L. C., & Moomaw, W. (2005). The Relationship between Teacher Autonomy and Stress,
Satisfaction, Empowerment and Professionalism, Educational Research Quarterly,
Work
29(1), 37-53.
Reglin, G, & Reitzammer, A. (1998). Dealing with the Stress of Teachers. Education 118(4): 590–
593.
Sağlam, A. Ç. (2008). Müzik Öğretmenliği Bölümü Öğrencilerinin Öğretmenlik Mesleğine Yönelik Tutumları.
Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 59-69.
Senemoglu, N. & Özçelik, B. (1987). Öğretmen Adaylarına "Öğretmenlik Bilgisi" Kazandırma Bakımından
Fen-Edebiyat ve Eğitim Fakültelerinin Etkililiği. Çağdaş Eğitim. Retrieved on 30
July, 2014 from
http://yunus.hacettepe.edu.tr/~n.senem/makaleler/ogretmenlik_bilgisi.htm
The International Journal of Educational Researchers (IJERs)
Sayfa 27
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
Serin, O., Serin, U., Saracalıoğlu, A. S. & Kesercioğlu, T. (2004). Fen Grubu Öğretmen Adaylarının Mesleğe
Yönelik Tutumlarının Karşılaştırılması. Marmara Üniversitesi Eğitim Fakültesi
Dergisi, 19, 121-
136.
Sharbain, I. H. A. & Tan, K. (2013). Gender Differences in Primary English Language Teachers’ Attitudes
towards the Teaching Profession. Wudpecker Journal of Educational Research, 2(5).
Sözer, E. (1996). Üniversitelerde Öğrenim Gören Öğretmen Adaylarının Öğretmenlik Mesleğine
Yönelik
Tutumları. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 6(2): 7-21.
Sümbül, A. M. (2001). Bir Meslek Olarak Öğretmenlik (Teaching as a Profession). (Ed: Ö. Demirel- Z. Kaya)
Öğretmenlik Mesleğine Giriş. Ankara: Pegem Publishing.
Şahin, F. S. (2010). Teacher Candidates' Attitudes towards Teaching Profession and Life Satisfaction Levels.
Procedia Social and Behavioral Sciences, 2: 5196–5201. WCES.
Şahin Taşkın, Ç. & Hacıömeroğlu, G. (2010). Examining Preservice Teachers’ Attitudes towards Teaching
Profession
in
Elementary
Education:
A
Combination
of
Quantitative
and
Qualitative
Methods.Elementary Education Online, 9(3).
Şimşek, H. (2000). Ortaöğretim Alan Öğretmenliği Tezsiz Yüksek Lisans Programına Devam Eden
Öğrencilerin Öğretmenlik Mesleğine Yönelik Tutumları. Y.Y.Ü. Eğitim Fakültesi Dergisi.
2(1): 1-
26.
Şimşek, C. (2012). Attitudes of Teacher Candidates Studying at Technical Education on Ability to
Take the
Role of a Teacher. The Turkish Online Journal of Educational Technology, 11(2).
Şişman, M. (2006). Öğretmenliğe Giriş (Introduction to Teaching). Ankara: Pegem Publishing.
Tanrıöğen, A. (1997). The Attitudes of the Students at Buca Faculty of Education towards Teaching
Profession. Pamukkale Üniversitesi Eğilim Fakültesi Dergisi, 3: 55- 67.
Temizkan, M. (2008). Türkçe Öğretmen Adaylarının Öğretmenlik Mesleğine Yönelik Tutumları Üzerine
Bir Araştırma. Türk Eğitim Bilimleri Dergisi, 6(3): 461-486.
Terzi, A. R. & Tezci, E. (2007). Necatibey Faculty of Education Students’ Attitudes to Teaching Profession.
Theory & Practice of Educational Administration, 52.
Tural, G. & Kabadayı, Ö. (2014). Pedagogical Formation Program Teacher Candidates Attitudes
the Teaching Profession. Anadolu Journal of Educational Sciences International,
towards
4(1).
TUSIAD, KAGIDER, (2008). Türkiye’de Toplumsal Cinsiyet Eşitsizliği: Sorunlar, Öncelikler ve
Çözüm
Önerileri. (Gender Inequalities in Turkey: Problems, Priorities and Suggestions).
Turkish Industry
and Businessmen Association, Women Entrepreneurs Association of Turkey,
Istanbul.
Üstün, E., Erkan, S. & Akman, B. (2004). Türkiye'de Okulöncesi Öğretmenliği Öğrencilerinin Öğretmenlik
Mesleğine Yönelik Tutumlarının İncelenmesi (Investigating Student-teachers'
Attitudes
towards the Teaching Profession in Preschool Education in Turkey). Kırgızistan-
Türkiye
Manas
Üniversitesi Sosyal Bilimler Dergisi, 10: 129-136.
The International Journal of Educational Researchers (IJERs)
Sayfa 28
The Investigation of Teacher Candidates’ Attitudes Towards Teaching Profession
Üstüner, M., Demirtaş, H. & Cömert, M. (2009). The Attitudes of Prospective Teachers towards the Profession
of Teaching. Education and Science, 34(151): 140-155.
Yaakub, N. (1990). A Multivariate Analysis of Attitude towards Teaching. Pertanika, 13(2): 267-273.
Yeşil, H. (2011). Turkish Language Teaching Students’ Attitudes towards Teaching Profession.
International Online Journal of Educational Sciences, 3(1): 200-219.
The International Journal of Educational Researchers (IJERs)
Sayfa 29