Analysing the relationship between pre-service preschool teachers’ self-leadership skills and motivation to teach†

Basit Öğe Kaydı
dc.contributor.authorZembat, R.
dc.contributor.authorCiftci, H.A.
dc.contributor.authorDuran, A.
dc.date.accessioned2024-07-12T21:40:03Z
dc.date.available2024-07-12T21:40:03Z
dc.date.issued2020en_US
dc.department[Belirlenecek]en_US
dc.description.abstractThe 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. © 2020. United World Center of Research Innovation and Publication. All rights reserved.en_US
dc.description.sponsorshipMarmara Üniversitesi: EGT-D-100816-0408en_US
dc.description.sponsorshipThis study was supported by Marmara University Scientific project number EGT-D-100816-0408, 2016.en_US
dc.description.sponsorshipThis study was supported by Marmara University Scientific Research Projects Commission under project number EGT-D-100816-0408, 2016.en_US
dc.identifier.doi10.18844/cjes.v15i1.3248
dc.identifier.endpage103en_US
dc.identifier.issn1305-9076
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85085005260en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage95en_US
dc.identifier.urihttps://doi.org/10.18844/cjes.v15i1.3248
dc.identifier.urihttps://hdl.handle.net/20.500.12415/7114
dc.identifier.volume15en_US
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherBirlesik Dunya Yenilik Arastirma ve Yayıncilik Merkezien_US
dc.relation.ispartofCypriot Journal of Educational Sciencesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKY04838
dc.subjectMotivationen_US
dc.subjectPre-Service Teachersen_US
dc.subjectPreschoolen_US
dc.subjectSelf-Leadershipen_US
dc.titleAnalysing the relationship between pre-service preschool teachers’ self-leadership skills and motivation to teach†en_US
dc.typeArticle
dspace.entity.typePublication

Dosyalar

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu