Research Article
Examining the contributions of support and class belonging to preservice teachers’ career motivation in Turkey
Abstract
This study aims to
examine the contribution of the perceived support and sense of class belonging
to pre-service teachers’ career motivation. A total of 670 pre-service teachers
majoring in various teaching areas including science, social studies, Turkish
and mathematics at a state university in Aegean Region participated in the
study. Self-report questionnaires including the FIT-Choice Scale, the
Psychological Sense of School Membership Scale, and the Support Scale were used
as data collection tools. Hierarchical multiple regression analysis was
utilized to determine the extent to what level of the variance explained in the
motivational factors and the perception about teaching by support and sense of
class belonging. Results of analysis showed statistically significant relations
between sense of class belonging and the FIT-Choice scale. Additional to this,
it was found to be statistically significant relations between the support
types and the FIT-Choice scale, while support from instructors was the
strongest predictor of motivation. Future directions and implications were
discussed.
examine the contribution of the perceived support and sense of class belonging
to pre-service teachers’ career motivation. A total of 670 pre-service teachers
majoring in various teaching areas including science, social studies, Turkish
and mathematics at a state university in Aegean Region participated in the
study. Self-report questionnaires including the FIT-Choice Scale, the
Psychological Sense of School Membership Scale, and the Support Scale were used
as data collection tools. Hierarchical multiple regression analysis was
utilized to determine the extent to what level of the variance explained in the
motivational factors and the perception about teaching by support and sense of
class belonging. Results of analysis showed statistically significant relations
between sense of class belonging and the FIT-Choice scale. Additional to this,
it was found to be statistically significant relations between the support
types and the FIT-Choice scale, while support from instructors was the
strongest predictor of motivation. Future directions and implications were
discussed.
References
- Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795–809.
- Aykac, N., & Ulubey, O. (2012) Pre-service teachers’ opinions about the application level of elementary school program. Ankara University, Journal of Faculty of Educational Sciences, 45, 63-82.
- Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
- Buhs, E. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407–424.
- Cetinsaya, G. (2014). Growth, quality, internationalization: A pathway for higher education in Turkey. Retrieved from http://www.yok.gov.tr/documents/10279/2922270/B%C3%BCy%C3%BCme+Kalite+Uluslararas%C4%B1la%C5%9Fma+cetinsaya-19x27-12%2C5forma.pdf/e5681887-1560-4fc3-9bab-0402e7f3ec2b
- Cheng, M.M.H., Tang, S.Y.F. & Cheng, A.Y.N. (2015). Interpreting ambivalence regarding motivation for teaching among student–teachers. Asia-Pacific Education Researcher, 24 (1) 147-156.
- Eren, A., & Tezel, K. V. (2010). Factors influencing teaching choice, professional plans about teaching, and future time perspective: A mediational analysis. Teaching and Teacher Education, 26, 1416-1428.
- Eret-Orhan, E., Ok, A. & Capa-Aydin, Y. (2017). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education, 46, 183-198.
- Flores, M.A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi‐perspective study. Teaching and Teacher Education, 22(2), 219–232.
- Fokkens-Bruinsma, M. & Canrinus, E. T. (2012). The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program. Asia-Pacific Journal of Teacher Education, 40, 249-269
- Freeman, T. M., Anderman, H. A., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75, 203-220.
- Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
- Goktas, Y., Yildirim, S. & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12, 193–204.
- Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
- Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62, 60-71.
- Gummadam, P., Pittman, L. D., & Ioffe, M. (2016). School belonging, ethnic identity, and psychological adjustment among ethnic minority college students. The Journal of Experimental Education, 84(2), 289-306.
- Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21, 258-297.
- Kilinc, A., Watt, H. G. M., & Richardson, P. W. (2012). Factors influencing teaching choice in Turkey. Asia-Pacific Journal of Teacher Education, 40, 199-226.
- Sari, M. (2012). Sense of school belonging among elementary school students. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 42(1), 1-11.
- Sendag, S & Gedik, N. (2015). Teacher training problems of turkey on the threshold of higher education transformation and a support model. Educational Technology: Theory and Practice, 5, 72-91.
- Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
- Strayhorn, T. L. (2012). College students’ sense of belonging: a key to educational success for all students. New York: Routledge.
- Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: the role of college faculty in student. Research in Higher Education, 46, 153-184.
- Watt, H. G. M., & Richardson, P. W. (2007) Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. The Journal of Experimental Education, 75, 167-202.
- Watt, H. M. G., & Richardson, P. W. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40, 185–197.
- Watt, H. G. M., Richardson, P. W., & Wilkins, K. (2014). Profiles of professional engagement and career development aspirations among USA preservice teachers. International Journal of Educational Research, 65, 23-40.
- Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15, 861-879.
- Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12(2), 173-194.
- Yigit, N., Alpaslan, M. M., Cinemre, Y. & Balcin, B. (2017). Examine middle school students' constructivist environment perceptions in Turkey: School location and class size. Journal of Turkish Science Education, 14(1), 23-34.
- Zumbrunn, S., McKim, C., Buhs, E., & Hawley, L.R. (2014). Support, belonging, motivation, and engagement in the college classroom: A mixed method study. Instructional Science, 42(5), 661–684.
Türkiye’de destek ve sınıfa aitlik algısının öğretmen adaylarının öğretmenlik mesleğine yönelik motivasyonuna katkısının
Abstract
Bu araştırmada, öğretmen adaylarının sınıfa aitlik ve algılanan destek düzeylerinin öğretmenlik mesleğine yönelik motivasyona katkısının incelenmesi amaçlanmıştır. Araştırmaya, Ege Bölgesindeki bir devlet üniversitesinde, fen bilgisi, sosyal bilgiler, Türkçe ve matematik öğretmenliği alanlarında öğrenim gören toplam 670 öğretmen adayı katılmıştır. Veri toplama araçları olarak Öğretmenin Seçimine Etki Eden Faktörler, Okula Aidiyet Duygusu ve Destek Ölçekleri kullanılmıştır. Veriler hiyerarşik çoklu regresyon analizi tekniği ile çözümlenmiştir. Analiz sonuçları, sınıf aidiyeti duygusu ile öğretmenlik mesleğine yönelik motivasyon arasında istatistiksel olarak anlamlı ilişkiler olduğunu göstermiştir. Buna ek olarak, destek türleri ile öğretmenlik mesleğine yönelik motivasyon arasında istatistiksel olarak anlamlı ilişkiler olduğu ve öğretim üyelerinden alınan desteğin öğretmenlik mesleğine yönelik motivasyonun en güçlü belirleyicisi olduğu belirlenmiştir. Eğitimsel uygulamalar ve öneriler tartışılmıştır.
References
- Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795–809.
- Aykac, N., & Ulubey, O. (2012) Pre-service teachers’ opinions about the application level of elementary school program. Ankara University, Journal of Faculty of Educational Sciences, 45, 63-82.
- Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
- Buhs, E. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407–424.
- Cetinsaya, G. (2014). Growth, quality, internationalization: A pathway for higher education in Turkey. Retrieved from http://www.yok.gov.tr/documents/10279/2922270/B%C3%BCy%C3%BCme+Kalite+Uluslararas%C4%B1la%C5%9Fma+cetinsaya-19x27-12%2C5forma.pdf/e5681887-1560-4fc3-9bab-0402e7f3ec2b
- Cheng, M.M.H., Tang, S.Y.F. & Cheng, A.Y.N. (2015). Interpreting ambivalence regarding motivation for teaching among student–teachers. Asia-Pacific Education Researcher, 24 (1) 147-156.
- Eren, A., & Tezel, K. V. (2010). Factors influencing teaching choice, professional plans about teaching, and future time perspective: A mediational analysis. Teaching and Teacher Education, 26, 1416-1428.
- Eret-Orhan, E., Ok, A. & Capa-Aydin, Y. (2017). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education, 46, 183-198.
- Flores, M.A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi‐perspective study. Teaching and Teacher Education, 22(2), 219–232.
- Fokkens-Bruinsma, M. & Canrinus, E. T. (2012). The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program. Asia-Pacific Journal of Teacher Education, 40, 249-269
- Freeman, T. M., Anderman, H. A., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75, 203-220.
- Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
- Goktas, Y., Yildirim, S. & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12, 193–204.
- Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
- Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62, 60-71.
- Gummadam, P., Pittman, L. D., & Ioffe, M. (2016). School belonging, ethnic identity, and psychological adjustment among ethnic minority college students. The Journal of Experimental Education, 84(2), 289-306.
- Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21, 258-297.
- Kilinc, A., Watt, H. G. M., & Richardson, P. W. (2012). Factors influencing teaching choice in Turkey. Asia-Pacific Journal of Teacher Education, 40, 199-226.
- Sari, M. (2012). Sense of school belonging among elementary school students. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 42(1), 1-11.
- Sendag, S & Gedik, N. (2015). Teacher training problems of turkey on the threshold of higher education transformation and a support model. Educational Technology: Theory and Practice, 5, 72-91.
- Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
- Strayhorn, T. L. (2012). College students’ sense of belonging: a key to educational success for all students. New York: Routledge.
- Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: the role of college faculty in student. Research in Higher Education, 46, 153-184.
- Watt, H. G. M., & Richardson, P. W. (2007) Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. The Journal of Experimental Education, 75, 167-202.
- Watt, H. M. G., & Richardson, P. W. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40, 185–197.
- Watt, H. G. M., Richardson, P. W., & Wilkins, K. (2014). Profiles of professional engagement and career development aspirations among USA preservice teachers. International Journal of Educational Research, 65, 23-40.
- Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15, 861-879.
- Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12(2), 173-194.
- Yigit, N., Alpaslan, M. M., Cinemre, Y. & Balcin, B. (2017). Examine middle school students' constructivist environment perceptions in Turkey: School location and class size. Journal of Turkish Science Education, 14(1), 23-34.
- Zumbrunn, S., McKim, C., Buhs, E., & Hawley, L.R. (2014). Support, belonging, motivation, and engagement in the college classroom: A mixed method study. Instructional Science, 42(5), 661–684.
There are 30 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | October 31, 2018 |
| Acceptance Date | October 17, 2018 |
| Published in Issue | Year 2018 Volume: 7 Issue: 4 |
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