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

Abstract

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 (JuneSeptember 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.