Preservice preschool teachers self-efficacy beliefs and attitudes toward teaching profession

Abstract

The purpose of this study is to investigate preservice preschool teachers' self-efficacy beliefs and attitudes toward the teaching profession. The population of the present study consisted of 855 (Female = 729) preservice preschool teachers studying at the Faculty of Education, Cumhuriyet University, in the fall semester of the 2015-2016 academic year. This study used mixed methods, both quantitative and qualitative methods. There were two samples (n = 407 and; n = 278). While the quantitative phase of the study involved a descriptive research design, the qualitative phase included a case study research method. Quantitative data were collected through Preschool Teachers' Self Efficacy Beliefs Scale and Teaching Profession Attitude Scale. In qualitative method, preservice preschool teachers were asked to describe their perceptions about teaching profession through a metaphor. Quantitative results revealed that preservice preschool teachers had a high level of self-efficacy beliefs and positive attitudes toward teaching profession. With regard to the gender differences, the analyses indicated that females had more self-efficacy beliefs and positive attitudes toward teaching profession than did their male counterparts, but the differences were not statistically significant. In terms of grade level, while the senior and junior participants had a higher level of self-efficacy beliefs and attitudes toward teaching profession than freshmen and sophomore participants, a meaningful difference was only observed in the subscale of Harmony between the 1st and 3rd grades favoring 3rd grade. There was also a positive and small correlation between the participants' self-efficacy beliefs and their attitudes towards teaching profession. Qualitative results were obtained from 75 metaphors which were classified under nine categories. In line with the codes and their categories, it can be interpreted as the participants have positive attitudes toward teaching profession through metaphors. Therefore, qualitative part of this study supports the findings revealing the preservice preschool teachers' positive attitudes toward teaching profession.