CC BY-NC-ND
0Available online at www.sciencedirect.com
ScienceDirect
Procedía Social and Behavioral Sciences 2 (?010),5196-5201
WCES-2010
Teacher candidates' attitudes towards teaching profession and life
satisfaction levels
F. Sulen §ahina *
aFaculty of Education, Cyprus International University, Nicosia, Cyprus Received November 10, 2009; revised December 11, 2009; accepted January 21, 2010
Abstract
This study was carried out to study teacher candidates' attitudes towards the teaching profession and life satisfaction levels. Independent variables are determined as gender, department, class level, the mother and father's education, students academic success. For the analysis of collected data the percentages, t test, one-way analysis of variance and Pearson Product Moment of Correlation Coefficient were used. According to the total scores of the ATTP scale teacher candidates has seen as in positive attitude towards teaching profession. Besides that according to LSS they have high levels of life satisfaction. © 2010 Elsevier Ltd. All rights reserved.
Keywords: Life satisfaction; teacher candidates; attitudes towards teaching; teaching profession; university students.
1. Introduction
In a rapidly changing world, qualified individuals keeping up with novelties and developments are needed. Teachers are mostly responsible for raising these individuals. A teacher serves as a model for the students with his/her attitudes and behaviors. Therefore, aside from qualities of teachers, their attitudes towards their professions are quite important.
Attitude is a cognitive, affective, and behavioral reaction pretendency, which is organized by the individual based on his/her experiences, motivations and knowledge oriented towards himself/herself or any social affair, subject or event around him/her (Inceoglu, 1993).
Individual's attitude towards profession, will affect the way of doing the required tasks of profession. As long as individuals have a positive attitude towards profession they will tend to do it better. Positive attitudes towards the profession are reflected in the teacher's classroom behavior and provides better fulfill the role of teacher. Thus, the manner of the teacher's attitude towards his/her profession will affect the way the student learns. And this will bring along professional satisfaction.
Professional satisfaction will affect the life of an individual in a positive way. Life satisfaction is defined as that the individual utilizes his/her whole life positively according to the self-established criteria (Diener, Emmans, Lorsen, and Griffin, 1985). As can be understood from this definition, it requires to consider not only a single aspect or dimension of life of an individual, but the life of an individual as a whole. Thereby, it includes an appraisal
*F. Sülen §ahin. Tel.: 03922240110. E-mail address: sulens@hotmail.com
1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.03.845
of his/her life by the individual himself (herself). As Pavot and Deiner (1993) suggest, life satisfaction is the cognitive component of being subjectively good. According to that, life satisfaction means to be good with respect to different aspects such as happiness and morale (Vara, 1999).
The teacher's attitude towards his/her profession and the life satisfaction he/she has will affect not only him/her but the other elements of the education system as well. Therefore, it is considered to be important to investigate the attitudes of the candidate teachers towards their profession and the level of their life satisfaction.
2. Method
This study is a descriptive one aiming to investigate the attitudes of the candidate teachers towards their profession and the level of their life satisfaction. Dependent variable has been identified as attitudes toward teaching profession and life satisfaction. Independent variables are determined as gender, department, class level, the mother and father's education, students academic success.
Research sample is composed of 332 (%64,2 female, % 35,8'male) who attended the Faculty of Education during the spring semester of 2008-2009 academic year. The volunteer students, who were present in the lectures at the time when the application was carried out, were included in the study sample.
Research data has been collected through "Attitudes Towards Teaching Profession Scale (ATTP)" developed by Askar and Erden (1987) and "Life Satisfaction Scale (LSS)" developed by Diener and colleagues (1985). Developed by Askar and Erden (1987), ATTP is a likert-type scale consisting of 10 items, 6 of which are positive and 4 are negative. A minimum score of 10 points and a maximum score of 50 points could be acquired from the scale. High scores indicate a positive attitude towards the profession. Alpha coefficient of the scale is 0.80. Developed by Diener et al., (1985) and adapted into Turkish by Koker (1991), LSS was used to determine the life satisfaction. The scale consisting of five items is a seven point likert-type. The test-retest reliability of the scale was calculated as r=0. 85. Low scores obtained from the scale suggest that the life satisfaction is low.
For the analysis of collected data the percentages, t test, one-way analysis of variance (ANOVA) were used.
3. Results (Findings)
Of the students included in the study, 64.2% were female and 35.8% were male. Of the students, 46.4% were 1st grade, 27.2% were 2nd grade, 13.3% were 3rd grade, and 12.7% were 4th grade students. Considering the educational backgrounds of students' parents, 1.8% of the mothers have a master's degree, while 30.7% of the mothers were primary school graduates. 3.9% of the fathers were literate but not primary school graduates, 29.2% were graduated from a college or high school. If academic achievement variables were taken into consideration, 77.4% of the parents had medium-level success, 12.% low and 9.9% high success. According to the total scores of the ATTP scale teacher candidates has seen as in positive attitude towards teaching profession (x= 42,26). Considering the total scores acquired from the scale, it can be suggested that the life satisfaction levels of the students were high (x=24.36).
When the attitude towards the teaching profession with respect to gender was considered, as shown in Table 1, it was found that the average scores of female students were higher than those of male students (42.56>41.72). However, no statistically significant difference was noted between female and male students regarding the attitude towards the teaching profession (t=1.081, p>.05).
When life satisfaction level scores of students with respect to gender given in Table 1 are taken into consideration, it could be suggested that there is a statistically significant difference between the female and male students with respect to life satisfaction levels. This difference is in favor of the female students (t=3.74, p<,05). Accordingly, it can be asserted that the life satisfaction levels of the female students are higher than those of male students.
Table 1.t-test results with respect to gender of the students
Gender N Mean Std Deviation t value Sig
Attitudes towards Female 213 42.56 6.66 1.081 p>.05
teaching Male 119 41.72 7.03
Life satisfaction Female 213 25.43 6.72 3.74 p<.05
Male 119 22.45 7.36
Variance analysis results related to the attitude scores towards the teaching profession and life satisfaction level with respect to the department and grade of the students, educational levels of the parents, and academic achievement success, which were the other independent variables of the study, are given in Table 2.
Table 2. Variance analysis results of the students' attitude scores towards the teaching profession with respect to independent variables
Source of variance Sum of Squares Df Mean Square F P
Attitudes
Department Between Groups 27.14 3 9.05 .194 p>.05
Within Groups 15269.06 328 46 .55
Total 15269.20 331
Grade Between Groups 188.21 3 62.74 1.36 p>.05
Within Groups 15107.99 328 46.06
Total 15296.20 331
Edu.level of Between Groups 63.29 6 10.55 .225 p>.05
mother Within Groups 15232.91 325 46.87
Total 15296.20 331
Edu level of Between Groups 371.59 6 61.93 1.349 p>.05
father Within Groups 14924.60 325 45.92
Total 15295.20 331
Academic Between Groups 50.49 2 25.24 .545 p>.05
achievement Within Groups 15245.72 329 46.34
Total 15296.20 331
Life satisf.
Department Between Groups 360.146 3 120.05 2.418 p>.05
Within Groups 16284.75 328 49.65
Total 16644.90 331
Grade Between Groups 179.03 3 59.68 1.19 p>.05
Within Groups 16465.87 328 50.20
Total 16644.90 331
Edu level of Between Groups 1203.39 6 200.55 4.22 p<.05
mother Within Groups 155441.51 325 47.51
Total 16644.90 331
Ede.level of Between Groups 1041.82 6 173.64 3.62 p<.05
father Within Groups 15603.08 325 48.01
Total 16644.90 331
Academic Between Groups 169.49 2 84.75 1.69 p>.05
achievement Within Groups 16475.41 329 50.08
Total 16644.90 331
As seen in Table 2, no statistically significant differences were found in students' attitude scores with respect to the department (f=0.194, p>.05), the grade (f=1.362, p>.05), educational backgrounds of the mothers (f=.225, p>.05) and of the fathers (f=1.349, p>.05), and their academic achievement success (F=.545, p>.05).
As observed in Table 2, no statistically significant difference was recorded in life satisfaction level scores with respect to variables of department (F=2.418, p>.05), grade (F=1.19, p>.05), and academic success (F=1.69, p>.05). However, comparing the average scores of the educational status and life satisfaction level of the students' parents with the single-track variance analysis, it was detected that life satisfaction levels were affected by the educational backgrounds of the mothers (F=4.22, p<.05) and of fathers (F=3.62, p<.05). Scheffe test was applied to data to identify groups resulting in differentiation with respect to life satisfaction level. As a result of this process, it was determined that the variance regarding the educational status of the mother was originated from illiterate ones, high-school graduates, and faculty/college graduates. This variance is in favor of high-school and faculty/college graduates. In other words, the life satisfaction levels of the students, whose mothers were high school or faculty graduates, were higher than those of having an illiterate mother. Following the Scheffe test applied to data to identify the groups resulting in differentiation with respect to the educational background of the fathers and the life satisfaction, it was found out that the variance was between literate ones and those graduated from high school or faculty. The differentiation is in favor of those who graduated from high school or faculty. In other words, life satisfaction levels of the students, whose fathers were high school or faculty graduates, were higher than those of having a father who is not graduated from the primary school but is literate.
4. Discussion
The studies by Ustun, Erkan and Akman (2004), Kaya and Buyukkasap (2005), Ustun (2007), Qetinkaya (2009) and Tanel, §engoren and Tanel (2007), all of which were conducted on the attitude towards the teaching profession, revealed that the students were in a positive attitude towards the profession. These findings supporting the present study result allow us to think that the teacher candidates have positive attitudes towards the teaching profession nowadays. Sahin et al. (2009) proved in their study that the life satisfaction levels of the teacher candidates were high. This evidence also supports the study data available. Regarding the findings obtained as a result of the study, the students studying at Cyprus International University Faculty of Education have a positive attitude towards the teaching profession and a high level of life satisfaction. Besides, it can be suggested that a significant and positive relationship between the teaching profession and the life satisfaction level exists.
In the literature, it is seen that there are different results related to the gender variable regarding the attitudes towards the teaching profession; e.g. Serin, Serin, Saracaloglu and Kesercioglu (2004) suggested that the average scores of the male students were higher than those of females; Saracaloglu (1991), Tanriogen (1997), Gudek (2007) and Saglam (2008) asserted that the attitudes of the female students towards the teaching profession was more positive than that of the male students. In a study conducted with candidate teachers performed by Kaplan and Ipek (2002), Sarac (2002) and Saracaloglu, Bozkurt, Serin, ve Serin (2004) it was observed that the gender did not produce a significant difference. 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. If the gender variable is evaluated with respect to life satisfaction, one can suggest that the life satisfaction levels of the female students are higher compared to the male students. This evidence is in line with the results of the study conducted by Guler and Emec (2006), Dost (2007), Gencay (2009) and Sahin et al. (2009). Accordingly, it can be suggested that the female candidate teachers are more content with their lives compared to the male ones.
No statistically significant difference was seen between their attitudes towards the teaching profession with regard to the departments in which they studied. This finding is similar to that of the studies conducted by Temel (1988), Saracaloglu (1991), Tanriogen (1997), Erden and Anilan (1999), Dagga (2005) and Sahin et al. (2009). No significant difference could be found in life satisfaction scores of the students with regard to the department the students. This evidence is in line with the evidence of the study conducted by Sahin et al. (2009). It is considered that this is related to the fact that the students have a positive attitude towards the teaching profession and a high level of life satisfaction. It can be claimed that the department of the study of the candidate teachers has no effect on the attitude towards profession and the life satisfaction.
Aslan ve Akyol (2006) suggested in their study that the grade level of the students did not produce an effect on the attitude towards the teaching profession, whereas Gencay (2009) claimed in his study conducted on candidate gym teachers that the grade level did not affect the life satisfaction. This evidence supports the study data available. Accordingly, one can suggest that the grade level is not a determinant feature in life satisfaction level and the attitudes towards the teaching profession of the candidate teacher.
Regarding the findings of the study, no statistically significant difference was observed between the educational background of the parents of candidate teachers and their attitudes towards the teaching profession. There are studies in the literature supporting this evidence. Sarac (2002) and Gudek (2007) revealed that the attitude towards teaching profession did not change with regard to the educational status of the parents. Far from being a determinant factor for the teaching profession, this variance had a significant role in life satisfaction level. It was suggested that candidate teacher, whose parents were graduated from high-school or faculty, had higher level of life satisfaction. No statistically significant difference was found between the attitudes of the students towards teaching profession with respect to their achievement status and average life satisfaction level scores. Similar evidence was revealed by the study conducted by Sarac (2002), Dagga (2005), and Sahin et al. (2009). It can be asserted that the achievement status is not a determinant factor in the attitudes of the candidate teachers towards the teaching profession and their life satisfaction levels. Although the candidate teachers show different levels of academic success, they have a positive attitude towards teaching profession and high level of life satisfaction. It is considered that this is necessary and significant for teaching profession.
4. Conclusion and Recommendation
In this study, the attitudes of candidate teachers towards teaching profession and their life satisfaction levels were investigated with respect to various variables. Taking the results obtained into consideration, it was seen that the candidate teachers had a high level of life satisfaction and a positive attitude towards their future profession. It was found that the variables such as gender, department, grade, and academic achievement had no determinant effect on the life satisfaction and the attitude towards the teaching profession. While the educational backgrounds of the parents do not determine the attitude towards the profession, this was a determinant factor with respect to life satisfaction. Life satisfaction of those, whose parents were high-school or faculty graduates was higher. It is considered that only a teacher having a high level of life satisfaction and a positive attitude towards his/her profession could carry out his/her profession effectively. Therefore, it can be suggested that the identification of life satisfaction of the candidate teachers and their attitudes towards teaching profession is important in terms of teaching profession. It would be useful to support the candidate teachers having a negative attitude and a low level of life satisfaction with self-development programs via psychological guidance services. In the light of these data, it is important for the faculties of education to revise their educational policies to raise qualified teachers and it is also important that the candidate teachers are to be supported not only by being provided with the knowledge of teaching but also with aforementioned aspects.
References
Aslan, D.,& Akyol, A. K. (2006). Okul öncesi ögretmen adaylarinin ögretmenlik meslegine yönelik tutumlari ve mesleki benlik
saygilarininincelenmesi. Q.Ü.SosyalBilimlerEnstitüsü Dergisi, 15(2,)51-60. A§kar, P.,& Erden, M. (1987). Ögretmenlik meslegine yönelik tutum öljegi. Qagda§ Egitim Dergisi, 121, 8-11. Qetinkaya, Z. (2009). Identifying turkish pre-service teachers' attitudes toward teaching profession. Ilkögretim Online. 8(2), 298-305. Dagga, A. S. (2005). Student teachers' attitudes towards teaching profession and their relation to the adequacy of practical training. An-
NajahUniversity Journal for Research —Humanities, 19, 1141-1167. Diener, E., Emmons, R. A., Larsen, R. J., Griffin, S. (1985). The satisfaction with life scale. Journalof Personality Assessment, 49(1), 71-75. Dost, T. M. (2007). Üniversite Ö rencilerinin Ya am Doyumlannin Bazi De i kenlere Göre ncelenmesi, Pamukkale Üniversitesi E itimFakültesi Dergisi, 22, 132-142.
Erdem, A. R., &Anilan, H. (1999). PAÜ Egitim fakültesi sinif ögretmenligi ögrencileirnin ögretmenlik meslegine ili^kin tutumlari. PAÜ
EgitimFakültesi Dergisi, 7.
Genjay, S. (2009).Beden egitimi ögretmen adaylarinin umutsuzluk ve ya§am doyumlarinin bazi degi^kenler ajisindan incelenmesi.
ElektronikSosyal Bilimler Dergisi. 8(27), 380-388. Güdek,B.(2007). Egitim fakültesi müzik egitimi anabilimdali 1.ve4.sinif ögrencilerinin müzik ögretmenligi meslegine yönelik
tutumlarimnögrenciye ait degi^kenler ajisindan incelenmesi. Gazi Üniversitesi Egitim Bilimleri Enstitüsü Doktora Tezi, Ankara. Güler, B.K., & Emej, H. (2006).Ya§am memnuniyeti ve akademik ba^arida iyimserlik etkisi. DEÜ. IlBF Dergisi.21(2), 129-149. Inceoglu, M. (1993). Tutum algi iletiyim. Ankara: Verso yayincilik.
Kaplan, A. ve Ipek, A. S. (2002). Matematik ögretmenligi adaylarinin ögretmenlik meslegine yönelik tutumlarinin incelenmesi. Egitim ve Bilim, 27(125), 69-73.
Kaya, A. & Büyükkasap, E. (2005). Fizik ögretmenligi programi ögrencilerinin profilleri, ögretmenlik meslegine yönelik tutum ve endi^eleri:
Erzurum örnegi. Kastamonu Egitim Dergisi, 2, 367-380. Köker, S. (1991). Normal ve Sorunlu Ergenlerin Ya am Doyumu Düzeyinin Kar ila tirilmasi.Yayinlanmami Yüksek Lisans Tezi, Ankara
Üniversitesi Sosyal Bilimler Enstitüsü. Pavot, W. & Diener, E. (1993), "Review of the satisfaction with life scale", Psychological Assessment, 5, 164-172.
Saglam, A. Q. (2008). Müzik ögretmenligi bölümü ögrencilerinin ögretmenlik meslegine yönelik tutumlari. Yüzüncü Yil Üniversitesi,
EgitimFakültesi Dergisi, 5(1), 59-69. Saracahoglu, S.A. (1991). Fen ve Edebiyat Fakülteleri Ögrencilerinin Ögretmenlik Meslegine Yönelik Tutumlari. 1. Egitim Kongresi
Bildirilerilzmir: D.E.Ü. Buca Egitim Fakültesi Yayinlari, 565-569. Saracaloglu, S., Bozkurt, N., Serin, O., & Serin, U. (2004). Ögretmen adaylarinin meslege yönelik tutumlarini etkileyen faktörler. Qagda^Egitim Dergisi. 18, 311.
Saraj, C. (2002). Türk dili ve edebiyati/türkje ögretmeni adaylarinin yeterlilikleri ve ögretmenlik meslegine yönelik tutumlari. Ankara:
AnkaraÜniversitesi. Sosyal Bilimler Enstitüsü. (yayimlanmami§ doktora tezi). Serin, O., Serin, U., Saracaloglu, A.S. & Kesercioglu, T. (2004). Fen grubu ögretmne adaylarinin meslege yönelik tutumlarinin kar§ila§tirilmasi.
Marmara Üniversitesi Egitim Fakültesi Dergisi, 19, 121-136. §ahin, F. S., Direk, H., & Muhammedzade, B. (2009). Ögretmen adaylarinin ögretmenlik meslegine yönelik tutum ve ya§am doyum düzeyleri. 18. EBK, Ege Üniversitesi
Tanel, R., §engören, K.S., & Tanel, Z. (2007). Fizik ögretmen adaylarinin ögretmenlik mesleigne ili^kin tutmlarinin farkli degi^kenler ajisindanincelenmesi. Pamukkale Üniversitesi, Egitim Fakültesi Dergisi, 22, 1-9.
Tanriogen, A.(1997). Buca egitim fakultesi ogrencilerinin ogretmenlik meslegine yonelik tutumlari. Pamukkale Universitesi Egitim FakultesiDergisi.3,55-58.
Temel, A. (1988). Fen-edebiyat fakultesi ogrencilerinin ogretmenlige ili^kin tutumlarina ogretmenlik formasyon programlarinin etkisi. Q.U.
Egitim Fakultesi Dergisi, 1(3), 180-192. Ustun, A. (2007). Farkli bran^lardaki ogretmen adylarinin ogretmenlik meslegine yonelik tutumlarinin kar§ila§tirmali olarak incelenmesi.
Qagda^Egitim Dergisi, 339.
Ustun, E., Erkan, S. & Akman, B. (2004). Turkiye'de okul oncesi ogretmenligi ogrencilerinin ogretmenlik meslegine yonelik
tutumlarininincelenmesi. Manas Universitesi Sosyal Bilimler Dergisi, 10, 129-136 Vara, §. (1999). Yogun bakim hemyirelerinde i§ doyumu ve genel ya§am doyumu arasindaki iliykilerin incelenmesi, Yayinlanmami^YuksekLisans tezi, Ege Universitesi Saglik Bilimleri Enstitusu.
