Teaching Motivation and Teaching Profession Attitude: The Case of Preservice Form Teachers

Abstract

It has been aimed in the present study to examined teaching motivations and teaching profession attitudes of preservice classroom teachers. The research is a quantitative study designed in survey model for comparing teaching motivations and teaching profession attitudes of preservice classroom teachers. It has been inferred from the study that teaching motivations and teaching profession attitudes of preservice classroom teachers are positive and high; teaching motivation does not differ by gender but teaching profession attitude differs in favor of female preservice teachers; as the grade level increases, both teaching motivation and teaching profession attitude increase and there is a low positive relationship between teaching motivations and teaching profession attitudes. The fact that preservice teachers can do more effectively the requirements of the profession and become successful in their profession is based on their positive attitudes towards the profession. These positive attitudes shall direct their expectations from profession and increase their teaching motivation. Within this scope, the present study has been carried out by considering that it is important to determine teaching motivations and teaching profession attitudes of preservice classroom teachers. It has been aimed in the present study to examined teaching motivations and teaching profession attitudes of preservice classroom teachers. The research is a quantitative study designed in survey model for comparing teaching motivations and teaching profession attitudes of preservice classroom teachers. It has been inferred from the study that teaching motivations and teaching profession attitudes of preservice classroom teachers are positive and high; teaching motivation does not differ by gender but teaching profession attitude differs in favor of female preservice teachers; as the grade level increases, both teaching motivation and teaching profession attitude increase and there is a low positive relationship between teaching motivations and teaching profession attitudes. The fact that preservice teachers can do more effectively the requirements of the profession and become successful in their profession is based on their positive attitudes towards the profession. These positive attitudes shall direct their expectations from profession and increase their teaching motivation. Within this scope, the present study has been carried out by considering that it is important to determine teaching motivations and teaching profession attitudes of preservice classroom teachers.