The Relationship between Metacognitive Awareness, Self-Efficacy and Attitudes towards Profession of Pre-Service Teachers
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Abstract
The aim of this research is to examine the relationship between the pre-service teachers' metacognitive awareness, self-efficacy and attitudes towards teaching profession. The study designed with the relational survey model. In this study, convenience sampling method was used. A total of 335 university students consisting of 180 (53.7%) female and 155 (46.3%) male individuals studying at the faculties of education of 5 state universities that located in Western Black Sea and Marmara region of Türkiye made up the study group of the study. In the study, Metacognitive Awareness Scale, the Teacher Self-Efficacy Scale and the Attitudes Towards the Teaching Profession Scale were used as data collection tools. In addition to the scales, the “Demographic Information Form” that prepared by the researcher was used. In order to determine whether there is a significant relationship between metacognitive awareness, self-efficacy and attitudes towards teaching profession, Pearson Correlation Coefficient was calculated. Besides, t-test was used to determine whether the students' metacognitive awareness, self-efficacy and attitude towards the teaching profession differed significantly according to gender; ANOVA test was used to determine whether they differed according to department and grade level. According to the findings obtained from the research, there was a positive and moderately significant relationship between the pre-service teachers' metacognitive awareness average score and their self-efficacy average score.
