Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-745bb68f8f-b95js Total loading time: 0 Render date: 2025-01-30T13:31:53.690Z Has data issue: false hasContentIssue false

Chapter 9 - Exploring the Relationships between Prospective Turkish Teachers’ Hopes, Motivations and Professional Plans

Published online by Cambridge University Press:  20 September 2017

By
Altay Eren  and
Amanda Yeşilbursa
Edited by
Helen M. G. Watt ,
Paul W. Richardson  and
Kari Smith
Helen M. G. Watt
Affiliation:
University of Sydney
Paul W. Richardson
Affiliation:
Monash University, Victoria
Kari Smith
Affiliation:
Norwegian University of Science and Technology, Trondheim
Get access

Summary

Abstract

Based on a sample of 851 prospective teachers from Turkey, this study examined the relationships between prospective teachers’ dispositional hopes, teaching-specific hopes, the sources and motivational forces of these hopes, motivations for teaching, and professional plans about teaching. Hierarchical cluster analyses profiled participants’ dispositional hopes and their sources, and teaching-specific hopes, together with their sources and motivational forces. Multivariate analyses of covariance investigated relationships between educed clusters, motivations for teaching, and professional plans. Results showed that prospective teachers’ profiles could be significantly described in terms of dispositional and teaching-specific hopes, sources, and motivational forces. Prospective teachers’ dispositional hopes and their sources related to motivations for teaching and, to some extent, professional plans. Teaching-specific hopes together with their sources and motivational forces, related more than dispositional hopes, to all aspects of motivations for teaching and professional plans.

Type
Chapter
Information
Global Perspectives on Teacher Motivation , pp. 220 - 247
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Acat, M. B. & Yenilmez, K. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin motivasyon düzeyleri [Prospective teachers’motivational levels regarding the teaching profession]. Manas Sosyal Bilimler Dergisi-Manas Social Sciences Journal, 12, 125–39.Google Scholar
Adelabu, D. H. (2008). Future time perspective, hope, and ethnic identity among African American adolescents. Urban Education, 43(3), 347–60.CrossRefGoogle Scholar
Akşit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 29, 129–37.Google Scholar
Alexander, E. S. & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42(7), 1301–10.CrossRefGoogle Scholar
Arbuckle, J. L. (2011). IBM SPSS Amos 20 User’s Guide. Amos Development Corporation, Crawfordville, FL.Google Scholar
Averill, J. R., Catlin, G. & Chon, K. K. (1990). Rules of Hope. New York: Springer.CrossRefGoogle Scholar
Berger, J. L. & D’Ascoli, Y. (2012). Becoming a VET teacher as a second career: investigating the determinants of career choice and their relation to perceptions about prior occupation. Asia-Pacific Journal of Teacher Education, 40, 317–41.CrossRefGoogle Scholar
Bernardo, A. B. I. (2010). Extending hope theory: internal and external locus of trait hope. Personality and Individual Differences, 49, 944–9.CrossRefGoogle Scholar
Birmingham, C. (2009). The disposition of hope in teaching. Teacher Education Quarterly, 36(4), 27–39.Google Scholar
Boz, Y. & Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma nedenleri [Prospective chemistry mathematics teachers’ reasons for choosing teaching as a profession]. Kastamonu Eğitim Dergisi-Kastamonu Education Journal, 16(1), 137–44.Google Scholar
Brookhart, S. M. & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62, 37–60.CrossRefGoogle Scholar
Bullough, R. V. (2011). Hope, happiness, teaching, and learning. In Day, C. & Lee, C.–K. (eds.), New Understandings of Teacher’s Work: Professional Learning and Development in Schools and Higher Education (Vol. 6, pp. 15–30). New York: Springer.CrossRefGoogle Scholar
Bullough, R. V. & Hall-Kenyon, K. M. (2011). The call to teach and teacher hopefulness. Teacher Development, 15(2), 127–40.CrossRefGoogle Scholar
Bullough, R. V. & Hall-Kenyon, K. M. (2012). On teacher hope, sense of calling, and commitment to teaching. Teacher Education Quarterly, 39(2), 7–27.Google Scholar
Butler, R. (2012). Striving to connect: extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726–42.CrossRefGoogle Scholar
Council of Higher Education (CoHE) (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982–2007) [Teacher education and faculties of education (1982–2007)]. Ankara: Council of Higher Education.Google Scholar
Çakıroğlu, E. & Çakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253–64.Google Scholar
Deed, C., Cox, P. & Prain, V. (2011). Enablers and constraints in achieving integration in a teacher preparation program. Australian Journal of Teacher Education, 36(8), 74–92.CrossRefGoogle Scholar
Deniz, S. & Şahin, N. (2006). The restructuring process of teacher training process in Turkey: a model of teacher training based on post-graduate education (PGCE). Journal of Social Sciences, 2(1), 21–6.Google Scholar
Dolton, P. & Marcenaro-Gutierrez, O. (2013). Varkey GEMS Foundation Global Teacher Status Index. Available at www.varkeyfoundation.org/sites/default/files/documents/2013GlobalTeacherStatusIndex.pdf (accessed 1 July 2015).Google Scholar
Du, H. & King, R. B. (2013). Placing hope in self and others: exploring the relationships among self-construals, locus of hope, and adjustment. Personality and Individual Differences, 54, 332–7.CrossRefGoogle Scholar
Elbaz, F. (1992). Hope, attentiveness, and caring for difference: the moral voice in teaching. Teaching and Teacher Education, 8(5–6), 412–32.CrossRefGoogle Scholar
Elliot, A. J. & Fryer, J. W. (2008). The goal construct in psychology. In Shah, J. Y. & Gardner, W. L. (eds.), Handbook of Motivation Science (pp. 235–50). New York: Guilford Press.Google Scholar
Erarslan, L. & Çakıcı, D. (2011). Pedagojik formasyon programı öğrencilerin öğretmenlik mesleğine yönelik tutumları [Pedagogical formation program students’ attitudes toward the teaching profession]. Kastamonu Eğitim Dergisi, 19(2), 427–38.Google Scholar
Eren, A. (2012a). Prospective teachers’ interest in teaching, professional plans about teaching and career choice satisfaction: a relevant framework? Australian Journal of Education, 56(3), 303–18.CrossRefGoogle Scholar
Eren, A. (2012b). Prospective teachers’ future time perspective and professional plans about teaching: the mediating role of academic optimism. Teaching and Teacher Education, 28, 111–23.CrossRefGoogle Scholar
Eren, A. (2014a). Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching: a mediation analysis. Social Psychology of Education, 17, 73–104.CrossRefGoogle Scholar
Eren, A. (2014b). Relational analysis of prospective teachers’ emotions about teaching, emotional styles, and professional plans about teaching. Australian Educational Researcher, 41(4), 381–409.CrossRefGoogle Scholar
Eren, A. (submitted). Prospective teachers’ sense of personal responsibility and professional intentions: the roles of time perspectives and career choice satisfaction.Google Scholar
Eren, A. & Coşkun, H. (2015). Time perspectives and boredom coping strategies of undergraduate students from Turkey. Educational Research for Policy and Practice, 14, 53–75.CrossRefGoogle Scholar
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, 1416–28.CrossRefGoogle Scholar
Eren, A., & Yeşilbursa, A. (submitted). Prospective teachers’ dispositional hopes, teaching-specific hopes, and their motivational forces: a grounded theory approach.Google Scholar
Eren, A. & Yeşilbursa, A. (in press). A quantitative investigation of prospective teachers’ hopes and their motivational forces. Educational Research for Policy and Practice.Google Scholar
Estola, E. (2003). Hope as work: Student teachers constructing their narrative identities. Scandinavian Journal of Educational Research, 47(2), 181–203.CrossRefGoogle Scholar
Eurydice (2012). Key Data on Education in Europe. Brussels: Eurydice.Google Scholar
Feldman, R. S. (1997). Essentials of Understanding Psychology. New York: McGraw-Hill.Google Scholar
Field, A. (2009). Discovering Statistics Using SPSS. London: Sage.Google Scholar
Fokkens-Bruinsma, M. & Canrinus, E. T. (2014). Motivation for becoming a teacher and engagement with the profession: evidence from different contexts. International Journal of Educational Research, 65, 65–74.CrossRefGoogle Scholar
Gençay, Ö. A. & Gençay, S. (2007). Beden eğitimi ve spor yüksekokulu öğrencilerinin öğretmenlik mesleğine ilişkin motivasyon düzeylerinin bazı değişkenler açısından incelenmesi [Investigating the physical education and sport higher school students’ motivation levels in context of some variables]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Selçuk University Institute of Social Sciences Journal], 17, 241–54.Google Scholar
Grossman, G. (2013). Developing social capital through national education: the transformation of teacher education in Turkey. In Haslam, I. R., Khine, M. S. & Saleh, I. M. (eds.), Large Scale Reform and Social Capital Building. New York: Routledge.Google Scholar
Gutierrez, G. (2001). A Theology of Liberation. London: SCM Press.Google Scholar
Hammerness, K. (2003). Learning to hope, or hoping to learn? The role of vision in the early professional lives of teachers. Journal of Teacher Education, 54(1), 43–56.CrossRefGoogle Scholar
Hoch, C. (2006). Emotions and planning. Planning Theory and Practice, 7(4), 367–82.CrossRefGoogle Scholar
Jugovic, I., Marusic, I., Ivanec, T. P. & Vidovic, V. V. (2012). Motivation and personality of pre-service teachers in Croatia. Asia-Pacific Journal of Teacher Education, 40, 271–87.CrossRefGoogle Scholar
Kılınç, A., Watt, H. M. G. & Richardson, P. W. (2012). Factors influencing teaching choice in Turkey. Asia-Pacific Journal of Teacher Education, 40(3), 199–226.CrossRefGoogle Scholar
Kilimci, S. (2009). Teacher training in some EU countries and Turkey: how similar are they? Procedia: Social and Behavioral Sciences, 1, 1975–80.Google Scholar
Kline, R. B. (2011). Principles and Practice of Structural Equation Modeling. New York: Guilford Press.Google Scholar
König, J. & Rothland, M. (2012). Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education. Asia-Pacific Journal of Teacher Education, 40, 289–315.CrossRefGoogle Scholar
Lazarus, R. S. (1999). Hope: an emotion and a vital coping resource against despair. Social Research, 66(2), 653–78.Google Scholar
Lin, E., Shi, Q., Wang, J., Zhang, S. & Hui, L. (2012). Initial motivations for teaching: comparison between preservice teachers in the United States and China. Asia- Pacific Journal of Teacher Education, 40, 227–48.CrossRefGoogle Scholar
Meyers, L. S., Gamst, G. C. & Guarino, A. J. (2013). Performing Data Analysis Using IBM SPSS. Hoboken, NJ: Wiley.Google Scholar
Miceli, M. & Castelfranchi, C. (2010). Hope: the power of wish and possibility. Theory & Psychology, 20(2), 251–76.CrossRefGoogle Scholar
Nolan, C. & Stitzlein, S. M. (2011). Meaningful hope for teachers in times of high anxiety and low morale. Democracy & Education, 19(1), 1–10.Google Scholar
Organization for Economic Co-operation and Development (OECD) (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD.Google Scholar
Organization for Economic Co-operation and Development (OECD) (2011). Building a High Quality Teaching Profession: Lessons from Around the World (background report for the international summit on the teaching profession). New York: OECD.Google Scholar
Organization for Economic Co-operation and Development (OECD) (2013). Teachers’ salaries. In Education: Key Tables from OECD. Available at http://dx.doi.org/10.1781/teachsal-table-2013–1-en (accessed 1 July 2015).Google Scholar
Organization for Economic Co-operation and Development (OECD) (2014). Turkey: Overview of the Education System (EAG 2014). Available at http://gpseducation.oecd.org/CountryProfile?primaryCountry=TUR&treshold=10&topic=EO (accessed 23 September 2014).Google Scholar
Rand, K. L. (2009). Hope and optimism: latent structures and influences on grade expectancy and academic performance. Journal of Personality, 77, 231–60.CrossRefGoogle ScholarPubMed
Rencher, A. C. (2002). Methods of Multivariate Analysis. New York: Wiley-Interscience.CrossRefGoogle Scholar
Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–47.CrossRefGoogle Scholar
Richardson, P. W. & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27–56.CrossRefGoogle Scholar
Rinke, C. R. (2008). Understanding teachers’ careers: linking professional life to professional path. Educational Research Review, 3, 1–13.CrossRefGoogle Scholar
Scheier, M. F., Carver, C. S. & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): a reevaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063–78.CrossRefGoogle ScholarPubMed
Schleicher, A. (ed.)(2012). Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from Around the World. Paris: OECD.Google Scholar
Schmuck, M. (2013). Financial Distress and Corporate Turnaround: An Empirical Analysis of the Automotive Supplier Industry. Munich: Springer Gabler.CrossRefGoogle Scholar
Snyder, C. R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling and Development, 73, 355–60.CrossRefGoogle Scholar
Snyder, C. R. (2002). Hope theory: rainbows in the mind. Psychological Inquiry, 13(4), 249–75.CrossRefGoogle Scholar
Snyder, C. R. & Feldman, D. (2000). Hope for the many: an empowering social agenda. In Snyder, C. R. (ed.), Handbook of Hope; Theory, Measures, and Applications (pp. 389–412). San Diego: Academic Press.Google Scholar
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M. et al. (1991). The will and the ways: development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–85.CrossRefGoogle ScholarPubMed
Spittle, M., Jackson, K. & Casey, M. (2009). Applying self-determination theory to understand the motivation for becoming a physical education teacher. Teaching and Teacher Education, 25, 190–7.CrossRefGoogle Scholar
Suh, E., Diener, E., Oishi, S. & Triandis, H. C. (1998). The shifting basis of life satisfaction judgments across cultures: emotions versus norms. Journal of Personality and Social Psychology, 74(2), 482–93.CrossRefGoogle Scholar
Tong, E. M. W., Fredrickson, B. L., Chang, W. & Lim, Z. X. (2010). Re-examining hope: the roles of agency thinking and pathways thinking. Cognition and Emotion, 24(7), 1207–15.CrossRefGoogle Scholar
Wang, H. H. (2004). Why teach science? Graduate science students’ perceived motivations for choosing teaching as a career in Taiwan. International Journal of Science Education, 26(1), 113–28.CrossRefGoogle Scholar
Watt, H. M. G. & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: development and validation of the FIT-Choice Scale. Journal of Experimental Education, 75(3), 167–202.CrossRefGoogle Scholar
Watt, H. M. G. & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408–28.CrossRefGoogle Scholar
Watt, H. M. G. & Richardson, P. W. (2015). A motivational analysis of teachers’ beliefs. In Fives, H. & Gill, M. G. (eds.), International Handbook of Research on Teachers’ Beliefs (pp. 191–211). London: Routledge.Google Scholar
Watt, H. M. G., 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.CrossRefGoogle Scholar
Webb, D. (2013). Pedagogies of hope. Studies in Philosophy and Education, 32, 397–414.CrossRefGoogle Scholar
Wong, A. K. Y., Tang, S. Y. F. & Cheng, M. M. H. (2014). Teaching motivations in Hong Kong: who will choose teaching as a fallback career in a stringent job market? Teaching and Teacher Education, 41, 81–91.CrossRefGoogle Scholar
Woods, C. M. (2006). Careless responding to reverse-worded items: implications for confirmatory factor analysis. Journal of Psychopathology and Behavioral Assessment, 28(3), 189–94.CrossRefGoogle Scholar
Yeşilbursa, A. (2011). Reflection at the interface of theory and practice: an analysis of pre-service English language teachers’ written reflections. Australian Journal of Teacher Education, 36(3), 104–16.CrossRefGoogle Scholar
Yüksel, İ. (2012). The current developments in teacher education in Turkey on the threshold of European Union. International Journal of Humanities and Social Science, 2(8), 49–56.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×