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113
114/Education Vol. 131 No. 1
levels (1.intrinsic, 2.extrinsic) of candi- posed of two factors, namely intrinsic and
date pre-school teachers towards the extrinsic motivation, was able to account
process of education. Among the variables for the total variance at a rate of ,67 while
that were examined, although there were Cronbach's Alpha Reliability Coefficient
those concerning educational programmes, was found to be ,97. The Cronbach's Alpha
familial and individual factors were more Coefficients calculated for the sub-dimen-
predominant. The rationale behind this was sions of the scale were ,96 for ( I ) intrinsic
to contribute to the formation of essential motivation and ,97 for (2) extrinsic moti-
data that will serve to develop education- vation. The data collection device was
al programmes, which will also encompass environment using the SPSS 16 statistical
the selection process of candidate teachers. package programme. Multiple regression
analysis was performed to determine the
Method factors that affected candidate teachers'
In this study, the factors that affect theintrinsic and extrinsic motivation levels.
general academic motivation levels of can- °o=0,05 was taken to be the significance
didate pre-school teachers are examined. level in interpreting the data.
The study group of this research consists
of 285 students (candidate teachers) in total Findings
attending the child development and The findings obtained in accordance
preschool education department at Selcuk with the sub-questions of the study are
University Faculty of Vocational Educa- given respectively in Table 1 and Table 2.
tion in the 2007- 2008 academic year. A When the part and partial correlations
motivation scale was used in the collec- between the predictor variables given in
tion of the data. The motivation scale was Table 1 and the dependent variable (pre-
prepared on the basis of the Sources and dicted) are examined, a negative
Problems of Motivation Scale prepared by relationships is observed between the
Acat and Kö§geroglu (2006). The prelim- intrinsic motivation levels of candidate
inary testing of the measuring instrument teachers and the peer group, attitude
was performed by administering it to 127 towards the teacher, appropriateness of the
candidate teachers. Expert opinion was classrooms and teaching materials, stay-
taken to determine the content validity and ing with the family, level of income, the
face validity of the data collection device birth order among the siblings, and the
whereas factor analysis (Principal Com- grant-scholarship variables. Regarding
ponent Analysis) was performed to these variables, negative correlation means
determine the structural validity. The moti- a change and a transformation as stated in
vation scale originally consisted of 36 the following manner: peer group that takes
items, but 4 of these items, whose factor- lessons seriously peer group that does not
ial loads were below 0,30, were deleted take lessons seriously; affection felt
and thus the number of the items was towards the teacher hatred towards the
reduced to 32. The scale, which was com- teacher; the classrooms being appropriate
116/Education Vol. 131 No. 1
TABLE 1
Results of The Multiple Regression Analysis to Account for The Intrinsic
Motivation Levels of Candidate Pre-School Teachers
TABLE 2
Results of The Multiple Regression Analysis to Account for The Exstrinsic
Motivation Levels of Candidate Pre-School Teachers
the following manner; peer group that takes erence being number 1 the order of pref-
lessons seriously peer group that does not erence being the last; the number of
take lessons seriously; affection felt siblings after the self being non-existent
towards the teacher hatred towards the the number of siblings after the self being
teacher; the classrooms being appropriate many; the number of siblings going to
the classrooms being inappropriate; the school being none the number of siblings
teaching materials being appropriate the going to school being many; and getting a
teaching materials being inappropriate; grant-scholarship not getting a grant-schol-
staying with the family living away from arship; as the rate of these tendencies
the family; low level of income high level increases, there is a decrease in the level
of income; low monthly expenditures high of extrinsic motivation. However, when
monthly expenditures; the order of pref- the amount of the relationship is exam-
Basic Factors... /119
ined, it is observed that from among the (n=0,74,r2=0,54, F=3.435, p<0,01). The 21
variables that exhibit a negative correlation variables that were examined accounted
with the extrinsic motivafion level, the for 54 % of the total variance regarding
variables of peer group (r=0,21), attitude the extrinsic motivation levels of pre-
towards the teacher (r=0,19), appropriacy school candidate teachers. Accordingly, it
of the classrooms (r=O,l 7), appropriacy of can be said that all of the variables that
the teaching materials (r=0,29) and the were examined have an effect on the extrin-
level of income (r=0,12) demonstrated a sic motivation level of pre-school candidate
low but significant relationship. On the teachers and can account for a large part
other hand, a positive correlation was found of the extrinsic motivation levels. It is
between extrinsic motivation levels of can- thought that the remaining 37 % unac-
didate pre-school teachers and the other counted portion was affected by other
variables. In other words, it is observed variables that were not examined.
that as the mother and father's level of edu- According to standardized regression
cation, the number of siblings of the coefficient (ß),the respective order of
candidate teacher, his/her desire to do a importance of the predictor variables on
master's degree, his/future expectation, the the extrinsic motivation levels of candi-
probability of finding a job, frequency of date preschool teachers is as follows; (1)
seeing the family, efficiency of the testing the probability of finding a job, (2) the atti-
and measuring activities in the school, the tude towards the teacher, (3) the peer group,
reason for the preference and having sen- (4), the level of income, (5) appropriate-
timental affair increase, so do the extrinsic ness of the classrooms (6) adequacy of the
motivation levels of candidate preschool teaching materials, (7) the number of sib-
teachers. When the variables yielding a lings, (8) the father's level of education, (9)
positive correlation are examined in terms his/her order of birth among the siblings
of the level of relationship, it is observed and (11) the order of preference. When the
that only the variables of the number of t-test results concerning the significance
siblings (r=0,15) and the probability of of the regression coefficients are exam-
finding a job after graduation (t^,28) form ined, it is observed that the first 7 variables
a low but significant relationship at a level whose relative order of importance were
of 0,05. Moreover, when the other vari- given are important predictors of the intrin-
ables are controlled, it is understood that sic motivation levels of candidate teachers
the levels of relationship of these variables whereas the other variables do not have an
display an increase. important effect.
When Table 2 is examined in terms of
the significance of the regression model, Discussion and Conclusion
it can be said that the predictor variables The fundamental finding of this study
exhibit a significant and almost high level is that the overall academic motivation lev-
of relationship with the extrinsic motiva- els of preschool candidate teachers are
tion levels of pre-school candidate teachers affected by different individual and social
120/Education Vol. 131 No. 1
factors. Although there are common fac- theory (1964) and Lawler, & Edward's
tors, it can be said that the intrinsic and improved expectancy theory (1973), the
extrinsic motivation levels of candidate degree of motivation takes shape accord-
teachers are affected by different variables ing to expectancy. When an individual sees
at different percentages. Hence, the first that the effort s/he will make may lead to
result obtained from the study is that intrin- high performance, understands that high
sic motivation levels of candidate teachers performance may lead to the expected
are significantly affected by the reason for result and when the results seem favourable
preferring the ,school, the probability of and appealing to the individual, it is easi-
finding a job afier graduation, the order of ly predicted that that individual will
preference, the future expectation, the dis- demonstrate high performance (Knold,
tinctiveness of the testing and measuring 1981). Pre-school candidate teachers have
activities at the school, and the desire to future expectations such as finding a job,
do a master's degree. In a study which doing a master's degree, marrying and giv-
Yagci (1999) investigated the relationship ing better education to their children. These
between the focîus of control and motiva- expectations require him/her to spend an
tion levels of students attending general effort and exhibit performance. The desire
high school and their success at the Student and expectation to do a master' degree
Selection Examination (SSE), it was require successful completion of under-
reported that the students'order ofprefer- graduate education, having high grade
ence in the SSE and the reason for point averages and being further elected
preference affected the success and moti- from among other successful students.
vation levels. Moreover, Çetin (2003) Therefore, it is necessary to be motivated
emphasised that the order of preference and make an effort. Also, the expectation
and the reason for preference are also effec- to find a job requires learning the behav-
tive in adopting positive attitudes towards iours which the job necessitates for good
the teaching profession. It can be said that performance when there is an opportuni-
the candidate teachers' making informed ty-before starting to work and hence it
preferences, choosing their schools of their requires being motivated and spending an
own will and their preferring the depart- effort. Moreover, the expectation to get
ment to become teachers have a motivating married in the future and rearing their own
effect on the learning process and lead stu- children make it a prerequisite for pre-
dents to move more easily and speedily, school candidate teachers to be informed,
persevere in ihiúx studies and be more suc- perform well and acquire the necessary
cessful. Apart from this, it is also observed knowledge, skills and attitudes during the
that the future expectation, the probabili- undergraduate education. Therefore, it is
ty of finding a job and the desire to do a thought that the variables of future expec-
master's degree also have a significant tations, the desire to do a master' degree
effect on students' intrinsic motivation lev- and the probability of finding a job are
els. According to both Vroom's expectancy effective on the intrinsic motivation levels
Basic Factors... /121
of pre-school candidate teachers and are income, the number of siblings, his/her
among the essential factors. The last vari- order of birth among the siblings, getting
able that has a significant correlation with a grant-scholarship, having a sentimental
the intrinsic motivation in the study is the affair, the monthly expenditures, the effect
distinguishibility of the testing and mea- of the peer group, the number of siblings
suring activities. Of the motivation going to school, accommodation, the teach-
theories, Adarn's equity theory (1983) is ing materials, the frequency of seeing the
based on the assumption that individuals family, the appropriateness of the class-
wish to be treated equally in their jobs or rooms and the attitude towards the teacher
wherever they are and they are motivated do not have a significant effect. According
accordingly. Northcraft (1990) bases equi- to this result, it can be said that the vari-
ty theory on the phenomenon of social ables of the reason for preference, the order
comparison. The student comes into the of the preference, the probability of find-
classroom environment with certain qual- ing a job, the future expectancy, the desire
ities. S/he compares his/her efforts and the to do a master's degree and the distin-
reward s/he received as a result of his/her guishibility of the testing and evaluation
efforts with the other students in the same system are more closely related to intrin-
environment. Hence,pre-school candidate sic motivation than the other variables and
teachers regard the distinguishibility of the act more as a driving force from within
testing and evaluation in the classroom than the external influence.
environment as a means of intrinsic moti- The second result obtained in accor-
vation. Successful students are obliged to dance with the sub-problems of the study
get higher grades or students at the same is that the extrinsic motivation levels of
success level are ore obliged to get the candidate teachers are affected significantly
same grades. It can be said that if an unsuc- by the variables of the probability of find-
cessful student gets a high grade which ing a job, the attitude towards the teacher,
s/he does not deserve, this affects candi- the peer group, the level of incotne, the
date teachers' motivation levels negatively. appropriateness of the classrooms, the ade-
In Herzberg's motivation theory (1972), quacy of the teaching materials and the
this phenomenon is called the hygiene fac- number of siblings. When it is compared
tor. All instances where students feel they with the factors that are effective on the
have been treated unfairly are described intrinsic motivation levels of candidate
as hygiene factor; therefore, in order to teachers, it is observed that only the vari-
ensure motivation, first, this feeling of able of the probability of finding a job is
unfair treatment needs to be eliminated. In effective on the extrinsic motivation level
conclusion, only 6 of the 21 variables that and it is indeed the most effective one. The
were investigated have a significant effect other variables, on the other hand, demon-
on the intrinsic motivation levels of pre- strate differences regarding the degree and
school candidate teachers. On the other order of affecting the intrinsic and extrin-
hand, the variables of the mother and sic motivation levels. The variable of the
father's level of education, the monthly probability of finding a job acts as a dri-
122 / Education Vol. 131 No. 1
ving force for candidate students as a and boys equally, does not look down on
means of extrinsic motivation together with or humiliate students, encourages students
intrinsic effect. In this context, it is thought to ask questions, is easy-going, good-
that the variable ofthe probability of find- humoured, relaxed, calm and modest, does
ing a job, together with the influence of not put pressure on students, reliable,
the family and the environment, leads to peaceful, optimistic, tolerant towards stu-
extrinsic motivation as a way of obtaining dents, affectionate, respects students, does
financial opportunities and prestige. The not insult or act conceitedly, objective in
factor of the attitude towards the teacher evaluating and doesnot threaten students
is the second important variable that is with grades. However, many studies
effective on the extrinsic motivation lev- (Kavak, 1986; Atasoy 1997; Duman, &
els of candidate teachers. In studies where Koç, 2004) have found that teachers
attitudes towards the teacher or academi- demonstrate oppressive and authoritarian
cians were examined (Çetin, 2003; Yagci, attitudes. Similarly, since candidate teach-
1999; Altinok, 2004), the effects ofthe atti- ers' attitudes towards teachers exhibit a
tudes towards the teacher on the students' negative correlation in this study, it is
motivation levels and their success are thought that this reduces their extrinsic
highlighted. Teaching staff members liked motivation levels.
by students can easily implement the The peer group factor is another vari-
desired changes in student behaviours by able that has an effect on candidate
both acting as a model and by establishing teachers' extrinsic motivation levels. The
effective communication with them. Stud- classroom peer group's having a positive
ies on teachers' affinity (Senemoglu, 1987; attitude towards the lessons, taking the
Açikgoz, 1990; Frymier, & Houser, 2000; lessons seriously and participating in them
Christensen, & Menzel, 1998; Baringer, affect each member of the group positive-
& McCroskey, 2000; Kolburan, 2002; ly on an individual basis, motivate them
Eryilmaz, & Koru, 2002) indicate that if and increase their success rate. In contrast,
teachers teach enthusiastically, take stu- if the peer group does not take the lessons
dents' learning difficulties into account, seriously, disrupt lessons, so not partici-
constantly reanange their teaching strate- pate in classes, play truant, then the overall
gies according to the needs, use different atmosphere of the class and the desire to
teaching methods for effective learning, learn are affected negatively. In this study,
then they can increase their students' suc- too, the effect of the peer group turned out
cess, motivation and attitudes in a positive in a negative correlation. Due to the fact
way. Studies based on students' views that candidate teachers' peer groups do not
(Kücühahmet, 1989; Ergün et al., 1999; take lessons seriously and exhibit nega-
Duman, & Koç, 2004) show that an ideal tive attitudes, their extrinsic motivation
teacher needs to be someone who is impar- levels tend to decrease. Besides this, it is
tial, respectful to all views, does not observed that candidate teachers' percep-
discriminate between students, treats girls tion of the appropriateness of the
Basic Factors... /123
teaching comes to mean status and an the father's level of education, the reason
increase in income. Therefore, the find- for preference, the order of preference, the
ings of this study seem to indicate that as future expectancy, the desire to do a mas-
the income levels of the families of the ter's degree, the distinguishibility of the
candidate teachers decrease, there is an testing and evaluation system, his/her order
increase in the level of extrinsic motiva- of birth among the siblings in the family,
tion as a driving force. getting a grant-scholarship, having a sen-
The last variable that has a significant timental affair, monthly expenditures, the
correlation with extrinsic motivation in the number of siblings going to school, accom-
study is the number of siblings. There is a modation and frequency of seeing the
positive correlation between the number family did not have a significant effect.
of siblings and motivation level. As the According to this result, it is believed that
number of siblings increases, so is there excluding the probability of finding a job,
an increase in the extrinsic motivation lev- the variables that have an effect on extrin-
els of candidate teachers. When it is sic motivation are more closely related to
considered in connection with the level of extrinsic motivation than those variables
income, the increase in the extrinsic moti- that did not have an effect, and the candi-
vation levels of families with low income date teacher acts as a driving force and
level means an increase in the number of guide under pressure or influence of envi-
siblings at low socio-economic level.This ronments or persons apart from themselves.
is reflected in the case of candidate teacher
as an external energy, action, tendency and Recommendations
effort and increases extrinsic motivation 1. Since the importance of motivation in
level. It can be said that especially candi- education and the factors that affect
date teachers who are elder brothers or motivation have not been explained
sisters act upon the notion that they should clearly in studies, studies regarding
be role models for younger siblings and motivation need to be continued for dif-
provide income to the family by starting ferent levels of education and different
the profession as soon as possible, and this fields.
constitutes the basis of their extrinsic moti- 2. Educational programmes should be
vation. In conclusion, only 7 of the 21 improved continuously by taking into
variables that were investigated had a sig- consideration the degree of influence
nificant effect on the extrinsic motivation of the factors that affect intrinsic and
levels of the pre-school candidate. These extrinsic motivation.
are: the probability of finding a job, atti- 3. Classrooms and other learning envi-
tude towards the teacher, the peer group, ronments should be arranged by taking
the level of income, appropriateness of the into consideration the intrinsic and
classrooms, adequacy of the teaching mate- extrinsic motivation levels of students
rials and the number of siblings. On the and the opinions of students and teach-
other hand, the variables of the mother and ers should also be taken in these
Basic Factors... /125
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