Analysing the relationship between pre-service preschool teachers’ self-leadership skills and motivation to teach†
Cypriot Journal of Educational Sciences, cilt.15, sa.1, ss.95-103, 2020 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 15 Sayı: 1
- Basım Tarihi: 2020
- Doi Numarası: 10.18844/cjes.v15i1.3248
- Dergi Adı: Cypriot Journal of Educational Sciences
- Derginin Tarandığı İndeksler: Scopus, ERIC (Education Resources Information Center), Directory of Open Access Journals
- Sayfa Sayıları: ss.95-103
- Anahtar Kelimeler: Motivation, Pre-service teachers, Preschool, Self-leadership
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Maltepe Üniversitesi Adresli: Evet
Özet
The aim of this research is to examine the relationship between pre-service preschool teachers’ self-leadership skills and motivation to teach. The study group included 186 pre-service preschool teachers who are senior students at Department of Preschool Education at three universities in Istanbul in spring semester of 2015–2016 school year. ‘Self-Leadership Scale’ and ‘Motivation to Teach Scale’ were used as data collection tools. Pearson Product-Moment Correlation, Mann–Whitney U and Kruskal–Wallis H analysis were conducted for data analysis. Results have shown that there is a significant positive correlation between pre-service teachers’ Self-Leadership Scale total scores and Motivation to Teach Scale total scores (p < 0.01). It was also found that Behaviour-Focused strategies and constructive thought strategies of Self-Leadership Scale were in a significant positive relationship with both Intrinsic and Extrinsic Motivation dimensions of Motivation to Teach Scale. In addition, students’ mean scores of Self-Leadership Scale significantly differ according to their GPAs on behalf of students with higher GPA.