Temel Eğitim
Yazarlar: Özlem DÖNMEZ, Meltem KARASULU KAVUNCUOĞLU
Konular:-
Anahtar Kelimeler:Resilience,Professional self-respect,Attitude,Pre-service early childhood education teachers
Özet: Abstract: Professionals like teaching play a role to shape the society. In order to fulfill this role successfully, people who choose these professions should love their occupation and have the qualities necessary for the profession. Occupational resilience belief in teaching is a belief that contributes teachers to adapt difficult conditions in teaching, to deal with obstacles and to maintain professional commitment. Individuals generally put specific meanings to events that occur in their environment. These meanings are the reflections of their individual experiences. As the results of the experiences, beliefs and approaches are shaped. These beliefs and approaches are known as attitudes. Professional self-respect is defined as a judgment of worthiness of an individual regarding an individual's self-esteem, whether converted a professional choice or not. The purpose of the research is to examine whether there is a relationship among the occupational resilience beliefs, attitudes toward teaching, and professional self-respect of pre-service early childhood education teachers. In accordance with the purpose, whether there is a relationship between occupational resilience beliefs and attitudes toward teaching, whether there is a relationship between occupational resilience beliefs and professional self-respect, and whether there is a relationship between professional self-respect and attitudes toward teaching, the relational screening model has been used. 129 pre-service early childhood education teachers from 4 universities in Istanbul participated in this study. The data is collected via “Occupational Resilience Beliefs Scale for Teacher Candidates”, “Attitude Scale towards the Profession of Teaching”, and “The Scale of Professional Self-Respect”. As the results of statistical analysis, there is a statistically significant relationship between occupational resilience beliefs and attitudes toward teaching. Secondly, there is a statically significant relationship between occupational resilience beliefs and professional self-respect. Finally, there is a statically significant relationship between professional self-respect and attitudes toward teaching. In other words, occupational resilience beliefs and attitudes toward teaching, occupational resilience beliefs and professional self-respect, and professional self-respect and attitudes toward teaching are positively correlated. The findings are discussed in the framework of the relevant literature.