Öğretmen Adaylarının Duygu ve Kişilik Özellikleri ile Öğretim Yeterlikleri Arasındaki İlişkinin İncelenmesi

Abstract

This research aims to identify prospective teachers’ emotional and personality traits along with their teaching efficacy. Having a relational survey model, the population of the research consisted of students studying at the Faculty of Education in Kahramanmaras Sutcu Imam University during the 2017-2018 academic year. Since the entire research population was reached, no sample selection was made. This research employed three data collection tools as “Teacher Emotion Scale”, “Basic Personality Traits Scale” and “Teaching Efficacy Scale”. Research results have revealed that prospective teachers’ teaching emotions are at the highest level in terms of the enjoyment dimension. A statistically significant difference has been identified across the dimension of enjoyment depending upon their age in favor of those with lower ages, mother educational status in favor of lower educational status and high school type in favor of less qualified high schools. The results of the research have also suggested that “Agreeableness-Conscientiousness” stand as the dimensions that prospective teachers have the highest personality traits, while the lowest dimension is the negative valence. Research findings revealed that prospective teachers had the highest level of teaching efficacy in “classroom management” dimension and the lowest in “interpersonal relationships”. Besides, a positive relationship was identified between the “enjoyment” dimension of emotions and teaching efficacy; whereas, a negative relation was determined between the dimensions of “anger and anxiety” and teaching efficacy. Moreover, a positive and significant relations was found between personality traits and teaching efficacy. The personality variable was noted to explain approximately 12% of the total variance in terms of the prospective teachers’ teaching efficacy. The research results provide recommendations based upon the idea that prospective teachers’ emotion and personality traits should be taken into consideration while increasing their teaching efficacy.