Pre-service Information Technology Teachers’ Self-Efficacy, SelfEsteem and Attitudes towards Teaching: A Four-Year Longitudinal Study

Abstract

This study investigates the changes in self-efficacy perceptions, professional self-esteem,and attitudes towards the teaching profession of pre-service information technologyteachers in accordance with their academic achievement and career choices. A longitudinalresearch was conducted over a four-year time period with participation of 40 pre-serviceteachers. The data were collected through three separate scales at five different datacollection points (entrance, freshman, sophomore, junior and senior years) correspondingto their initial states and their states at the end of each academic year. Findings indicatedan improvement in terms of attitude towards the teaching profession and teaching selfefficacy through the time period. However, change in professional self-esteem did notfollow such a clear pattern. While grade point averages (GPA) did not show significantrelationships with attitude, self-efficacy or self-esteem in earlier states, as the participantsgained experience, significant relationships arose among GPA, attitude and self-efficacy.Career choices of pre-service teachers were examined under three categories: teaching,coding and design. Preference for teaching was relatively high at the initial state andcontinuously increased over time. As the participants progressed in the program, theirpreference for coding and design increased as well. The increase in career choices of preservice teachers accords with the courses in the program.