Professional aspirations among pre-service teachers: personal responsibility, time perspectives, and career choice satisfaction

dc.authorid0000-0001-8964-2082en_US
dc.contributor.authorEren, Altay
dc.date.accessioned2021-06-23T19:45:46Z
dc.date.available2021-06-23T19:45:46Z
dc.date.issued2017
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractExploring the direct and indirect effects of pre-service teachers' sense of personal responsibility on their professional aspirations through affective (i.e., career choice satisfaction) and cognitive (i.e., time perspectives) variables may enable teacher educators and policy makers to better describe the factors influencing teacher development in an era of teacher accountability. Indeed, current teacher accountability movements rather neglect the 'teacher' as a person who has professional aspirations, a sense of personal responsibility, career choice satisfaction and time perspectives within which these professional aspirations are contextualized and/or interpreted/reinterpreted. This indicates that it is important to consider pre-service teachers' professional intentions together with their sense of responsibility, professional satisfaction, and time perspectives in order to inform current accountability movements more comprehensively. Thus, the current study examined whether pre-service teachers' sense of personal responsibility, time perspectives, and career choice satisfaction were significantly related to their professional aspirations, with a particular focus on the mediating roles of their time perspectives and career choice satisfaction. A total of 511 pre-service teachers voluntarily participated in the study. Correlation, multiple regression, and structural equation modeling analyses were conducted in order to analyze the data in a comprehensive manner. The results showed that aspects of pre-service teachers' sense of personal responsibility were significantly and positively related to their professional aspirations, career choice satisfaction, and future time perspective. The results also showed that career choice satisfaction and future time perspective played significant mediating roles in the relationships between personal responsibility and professional aspirations. Notably, the mediating role of career choice satisfaction was stronger than that of the mediating role of future time perspective. Overall, the results of the study reveal that the correlational patterns, derived from the links between pre-service teachers' sense of personal responsibility, career choice satisfaction, future time perspective, and professional aspirations, have clear potential to inform teacher educators and policy makers regarding the factors influencing pre-service teachers' engagement with the teaching profession and professional development aspirations.en_US
dc.identifier.doi10.1007/s13384-017-0234-y
dc.identifier.endpage297en_US
dc.identifier.issn0311-6999
dc.identifier.issn2210-5328
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85021656049en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage275en_US
dc.identifier.urihttps://doi.org/10.1007/s13384-017-0234-y
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9207
dc.identifier.volume44en_US
dc.identifier.wosWOS:000404618900003en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorEren, Altay
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofAustralian Educational Researcheren_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectResponsibilityen_US
dc.subjectCareeren_US
dc.subjectTime perspectiveen_US
dc.subjectTeacheren_US
dc.subjectTeachingen_US
dc.titleProfessional aspirations among pre-service teachers: personal responsibility, time perspectives, and career choice satisfactionen_US
dc.typeArticleen_US

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