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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Issue: 3

The Relationship Between Preservice Teachers’ Level of Innovativeness and Academic Career Awareness

Öğretmen Adaylarının Bireysel Yenilikçilik Düzeyleri ile Akademik Kariyer Farkındalıkları Arasındaki İlişki

Emine Saklan(Tokat Gaziosmanpaşa Üniv.)0000-0001-6143-9955
Anıl Mütevellioğlu(TOKAT GAZIOSMANPASA UNIVERSITY)0009-0009-9285-9552
Avni Ünal(TOKAT GAZIOSMANPASA UNIVERSITY)0000-0002-8683-1002
Pages
—
Publication Date
2026-06-21
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings: The findings indicated that preservice teachers demonstrated a moderate level of individual innovativeness, with the highest mean score observed in the “resistance to change” dimension and the lowest in “risk-taking.” Preservice teachers’ overall academic career awareness levels were found to be high, with the strongest awareness in the dimension of “being a faculty member and related conditions.” Correlation analysis revealed a low but statistically significant positive relationship between individual innovativeness and academic career awareness.

📌 3 Key Takeaways

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Objective & Hypothesis:Purpose: The purpose of this study is to examine the relationship between preservice teachers’ levels of individual innovativeness and their awareness of academic careers.
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Key Findings & Data:Method: The research employed a correlational survey model with a sample of 333 preservice teachers enrolled in the Faculty of Education of a university in the Black Sea Region of Türkiye during the 2024-2025 academic year.
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Conclusion & Impact:Findings: The findings indicated that preservice teachers demonstrated a moderate level of individual innovativeness, with the highest mean score observed in the “resistance to change” dimension and the lowest in “risk-taking.” Preservice teachers’ overall academic career awareness levels were found to be high, with the strongest awareness in the dimension of “being a faculty member and related conditions.” Correlation analysis revealed a low but statistically significant positive relationship between individual innovativeness and academic career awareness.
🔬Design:Survey & Empirical Study
📍Scope:2024-2025 Verileri
⚙️Variables:Individual innovativeness · academic career awareness · preservice teacher.

Abstract

Purpose: The purpose of this study is to examine the relationship between preservice teachers’ levels of individual innovativeness and their awareness of academic careers. Method: The research employed a correlational survey model with a sample of 333 preservice teachers enrolled in the Faculty of Education of a university in the Black Sea Region of Türkiye during the 2024-2025 academic year. Data were collected using the Individual Innovativeness Scale and the Academic Career Awareness Scale. Findings: The findings indicated that preservice teachers demonstrated a moderate level of individual innovativeness, with the highest mean score observed in the “resistance to change” dimension and the lowest in “risk-taking.” Preservice teachers’ overall academic career awareness levels were found to be high, with the strongest awareness in the dimension of “being a faculty member and related conditions.” Correlation analysis revealed a low but statistically significant positive relationship between individual innovativeness and academic career awareness. Regression analysis showed that the dimensions of openness to experience and risk-taking were significant predictors of academic career awareness, explaining approximately 9% of the variance (R² = .09). Conclusion: By empirically demonstrating the predictive role of specific innovativeness dimensions in academic career awareness, this study contributes to the literature by moving beyond descriptive findings and offering evidence-based implications for teacher education programs.

Özet

Amaç: Bu çalışmanın amacı, öğretmen adaylarının bireysel yenilikçilik düzeyleri ile akademik kariyer farkındalıkları arasındaki ilişkiyi incelemektir. Yöntem: Araştırma, 2024-2025 akademik yılında Türkiye’nin Karadeniz Bölgesi’nde yer alan bir üniversitenin Eğitim Fakültesi’nde öğrenim gören 333 öğretmen adayından oluşan örneklemle yürütülen ilişkisel tarama modeline dayanmaktadır. Veriler, Bireysel Yenilikçilik Ölçeği ve Akademik Kariyer Farkındalığı Ölçeği kullanılarak toplanmıştır . Bulgular: Bulgulara göre, öğretmen adaylarının bireysel yenilikçilik düzeylerinin orta düzeyde olduğu, en yüksek ortalamanın “değişime direnç” boyutunda, en düşük ortalamanın ise “risk alma” boyutunda gözlendiği belirlenmiştir. Öğretmen adaylarının akademik kariyer farkındalık düzeyleri genel olarak yüksek bulunmuş, en güçlü farkındalığın “öğretim elemanı olma ve ilgili koşullar” boyutunda olduğu görülmüştür. Korelasyon analizi, bireysel yenilikçilik ile akademik kariyer farkındalığı arasında düşük düzeyde ancak istatistiksel olarak anlamlı ve pozitif bir ilişki olduğunu ortaya koymuştur. Regresyon analizi sonuçları, “deneyime açıklık” ve “risk alma” boyutlarının akademik kariyer farkındalığının anlamlı yordayıcıları olduğunu ve varyansın yaklaşık %9’unu açıkladığını göstermiştir (R² = .09). Sonuç: Belirli yenilikçilik boyutlarının akademik kariyer farkındalığındaki yordayıcı rolünü ampirik olarak ortaya koyan bu çalışma, betimleyici bulguların ötesine geçerek öğretmen eğitimi programları için kanıta dayalı çıkarımlar sunmakta ve alanyazına katkı sağlamaktadır.

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Cite This Article

Saklan, E., Mütevellioğlu, A., Ünal, A. (2026). The Relationship Between Preservice Teachers’ Level of Innovativeness and Academic Career Awareness. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Issue: 3. https://doi.org/10.14686/buefad.1812068

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