Analyzing responsibility perceptions of teacher candidates in student success in terms of different variables

Abstract

This study was prepared to examine the responsibility perceptions of teacher candidates for learner achievement in terms of different variables. A total of 337 teacher candidates participated in the study. The research data are gathered with the scale of teachers’ responsibility perception of student achievement, the scale of teacher sense of efficacy, the scale of attitudes toward teaching profession and the scale of academic self-efficacy. To analyse the data, descriptive statistics, oneway variance analysis (ANOVA), t-test for independent groups, Pearson Correlation Coefficient and Tukey HSD test to define the source of variation were used with SPSS-15 package program. At the end of the study, responsibility perceptions of teacher candidates in student success are medium level whilst responsibility perceptions of student success are higher than responsibility perceptions of student failure. Moreover responsibility perceptions of teacher candidates depend on their gender, classrooms, academic success significantly while it doesn’t depend on self efficacy perceptions about teaching profession, attitudes unto teaching profession and academic self efficacy perception significantly as statistically. On the other hand, low level and positive p<0.05 and p<0.01 significant relations are found among teacher candidates’ responsibility perceptions of student success and academic self efficacy perceptions, attitudes towards teaching profession, classrooms, overall academic success levels.