Changes on Teacher Self-Efficacy and Attitudes towards Teaching Profession from Candidacy to Induction

BÜMEN N. , Ozaydin T. E.

EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.38, no.169, pp.109-125, 2013 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 38 Issue: 169
  • Publication Date: 2013
  • Page Numbers: pp.109-125


In this study, it is aimed. to investigate changes in teacher self-efficacy and attitudes towards teaching profession from entry into a four-year pre-service teacher education program through the induction year. The study was conducted through a longitudinal design within the quantitative research tradition. The teacher self-efficacy scale and attitude towards profession of teaching scale were administered to students who enrolled the Primary Teacher Education Program at Faculty of Education of Ege University on 2006-2007 fall semester, at the end of each academic year (May/June of 2007-2008-2009-2010) and at the end of the induction year (June-September 2011, n=32). The results indicated that teacher self-efficacy beliefs have significantly increased, however attitudes toward profession of teaching have not significantly changed during pre-service education. At the end of the induction year, the same results were obtained; teacher self-efficacy has significantly increased, although attitudes toward profession have increased, no significant difference has been observed.