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BASIC FACTORS THAT AFFECT GENERAL

ACADEMIC MOTIVATION LEVELS OF


CANDIDATE PRESCHOOL TEACHERS
NADIR ÇELIKOZ
Selcuk University, Turkey

The purpose of this study is to investigate some personal and


familial factors that affect overall academic motivation levels of
candidate preschool teachers. The study group of this research
consists of 285 students attending the child development and
preschool education department at Selcuk University Faculty of
Vocational Education in the 2007-2008 academic year. General
Academic Motivation Scale was used to collect data. According
to the data obtained from the study, the (1) intrinsic motivation
levels of candidate teachers are affected by their reason to
choose the school, the probability of finding a job after gradua-
tion, order of preferences, future expectations, distinctive power
of testing and measurement activities at school and their desire
to do master degree, while their (2) extrinsic motivation levels
are significantly affected by the variables of the probability of
finding a job, attitude towards the teacher, social circle, level of
income, appropriateness of the classrooms, efficiency of the edu-
cational material and number of siblings.
Keywords: Preschool education; motivation; teachear training;
factors affecting the motivation.

Introduction countries. Teachers' acquiring the profi-


Education is a process of changing and ciencies required by the profession makes
improving behaviour at all levels of life. it necessary that their pre-service educa-
The portion of this process that takes place tional needs be determined in a realistic
at educational institutions consists of goal, manner and they be educated effectively
content, process of teaching-learning and during the pre-service education process.
testing stages. On the other hand, it is the Moreover, educating qualified teachers or,
teachers who take an active part in all these to put it in another way, their acquisition
stages. Students' developing expected of the desired behaviour during the
behaviour depends on the teacher. With pre-service education process depends
the attitudes and behaviour that s/he on countless factors. Administration,
demonstrates, a teacher can act as a model financing, theory, guidance, curriculum
and may assist in the emergence of the development, assessment and
desired human type. This circumstance measurement, instructional technology,
reveals the relationship between the qual- method-technique, physical environment,
ities of teachers and students. However, tools, equipment and materials and man-
educating qualified teachers is no simple power can be cited as the basic factors that
task and indeed the question of educating involve thousands of these factors. One of
qualified teachers is one of the problems the interfaces where these basic factors
common to all developed and developing and their various sub problems is, without

113
114/Education Vol. 131 No. 1

doubt, motivation (teacher / motivation, vation factors external to the individual


student / motivation, manager / motiva- play a part. In the former, the individual
tion, environment / motivation, method performs the expected behaviour when s/he
/motivation etc.). wishes to, but in the second one, s/he
A large number of studies are being believes in the importance of the behaviour
conducted on motivation including many under the influence or influences of exter-
areas outside of education due to this rec- nal stimuli and takes action.
ognized importance of motivation. When the approaches and theories in
Therefore, both the definitions and expla- the relevant literature concerning motiva-
nations regarding motivation present a tion are examined, it is acknowledged that
huge diversity. On the basis of the common a hidden mobilizing power, be it intrinsic
points of the definitions in the relevant lit- or extrinsic, exists and that it is set in
erature, motivation can be defined as the motion by some factors. The fundamental
psychological state that leads an individ- point of controversy, on the other hand,
ual to behave in a certain manner, that concerns what these mobilizing factors are.
drives him/her to behave like that or makes Despite differing views set forth in this
him/her enthusiastic about performing a regard, it is acknowledged by all approach-
task. In other words, motivation is an indi- es and theories that motivation is an
vidual's attempting an effort to perform a important determinant in the learning
given task, to spend the required effort and process, and that the process of education
continue that eflbrt. The basic differences may acquire the desired features through
that distinguish motivated individuals from controlling motivation (Fidan, 1986; Acat,
unmotivated ones are (1) continuity in tak- &Kö§geroglu,2006).
ing an interest and paying attention, (2) Therefore, in order to educate, in the
enthusiasm to make an effort and spend process of pre-service education, better
the required time to perform the behav- qualified teachers, who undertake the task
iour, (3) concentrating on the subject, of educating individuals in the society with
devoting the self and relinquishing the the desired qualities, it is necessary to deter-
desired behaviour in the face of a diffi- mine the motivating factors that will
culty, persevering and showing mobilize them and arrange the process of
determination to accomplish the desired education in accordance with these fac-
end. Deci, & Ryan (2000) classify moti- tors. While some of the factors that will
vation, in terms of its sources, under two motivate candidate teachers regarding the
categories, namely extrinsic motivation process of education are related to the
and intrinsic motivation. Although both teachers themselves, some others concern
express an individual's determination in educational programmes and the regula-
the process of performing behaviour, the tions they involve. The present study
factor that motivates the individual in the investigated to what extent some individ-
intrinsic motivation is the individual ual characteristics, including the family,
him/herself whereas in the extrinsic moti- affect general and academic motivation
Basic Factors... /115

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

Variable B SHB ß t P Zero- Partial


Order r r
(Constant) 44,134 11,967 3,688 ,001
Mother education status 1,805 3,046 ,209 1,405 ,069 ,217 ,369
Father education status 1,076 3,210 ,155 ,647 ,524 -,167 ,134
Number oí siblings 2,157 1,774 ,246 1,216 ,236 ,092 ,246
His/her order among the siblings -,890 1,138 -,171 -,782 ,442 -,069 -,161
Level of income -,420 1,292 -,060 -,325 ,748 ,010 -,068
Number o) siblings going to ,346 1,232 ,051 ,281 ,782 -,067 ,058
school
Accomodation -,550 ,712 -,131 -,772 ,448 -,080 -,159
Monthly expenses 1,049 1,522 ,127 ,689 ,498 ,042 ,142
Grants-allowances received -1,774 1,415 -,205 -1,253 ,223 -,232 -,253
Master's degree 2,568 1,308 ,248 2,309 ,035 -,091 ,300
Instructional material -,236 1,039 -,038 -,228 ,822 ,090 -,047
Future expectation 2,137 1,563 ,334 2,220 ,045 ,297 ,388
Order of preference 3,997 1,622 ,383 2,465 ,022 ,322 ,457
Probability of finding a job 4,840 2,105 ,386 2,299 ,031 ,410 ,432
Frequency of seeing the family -1,450 2,192 -,126 -,661 ,515 -,017 -,137
Accuracy of assesment and 2,721 1,085 ,284 2,117 ,046 ,269 ,314
measurement
Appropriateness of the -,486 1,057 -,084 -,460 ,650 -,235 -,095
classrooms
Reason for the preference 5,197 1,965 ,489 2,644 ,014 ,146 ,483
Romantic affair 4,832 4,398 ,191 1,099 ,283 ,004 ,223
Attitude towards the teacher -,873 1,889 -,091 -,462 ,648 -,066 -,096
Peer group effect -1,707 1,824 -,164 -,936 ,359 -,121 -,192
R=0,795, R^=0,632
F= 3,811, P=0,001

the classrooms being inappropriate; the amount of the relationship is examined, it


teaching materials being appropriate the is observed that none of the variables that
teaching materials being inappropriate; exhibited a negative correlation with the
staying with thefamily living away from intrinsic motivation was able to present a
the family; low level of income high level significant relationship. The remaining 13
of income; the number of sibling as after of the 21 variables that were examined
the self being non-existent many; getting yielded a positive relationship with the
a grant-scholarship not getting a grant- intrinsic motivation levels of the candidate
scholarship and as the rate of this preschool teachers. In other words, it is
transformation increases, a decrease is observed that as the level of educational
observed in the level of intrinsic motiva- level of the parents, candidate teacher's
tion level. On the other hand, when the number of siblings, the number of siblings
Basic Factors... /117

going to school, his/her monthly expens- remaining 37 % unaccountable portion is


es, his/her desire to do master's degree, affected by other variables.
future expectation, order of preferences, According to standardized regression
the probability of finding a job, the level coefficient (ß), the respective order of
of finding the testing and measuring activ- importance of the predictor variables on
ities in the school adequate, the reason for the intrinsic motivation levels of candidate
preference and existence of a sentimental preschool teachers is as follows; (1) the
affair increase, so do the intrinsic motiva- reason for preference, (2) the probability
tion levels of candidate pre-school teachers. of finding a job, (3) the order of prefer-
When the variables yielding a positive cor- ence, (4) the future expectation, (5)
relation are examined in terms ofthe levels distinctiveness of testing and measuring,
of relationship, only the variables of the (6) the desire to do master's, (7) the moth-
desire to do master's (r=0,09), future er's level of education, (8) the state of
expectation (r=0,30), the order of prefer- getting a grant-scholarship, (9) sentimen-
ring pre-school education teaching tal affair, (10) his/her order of birth among
(r=0,32), their views concerning the dis- the siblings, (11) the effect of the peer
tinctive quality of the testing-measuring group ,(12) the father 's level of education.
activities in the school (r=0,27) the prob- The t test results concerning the signifi-
ability of finding a job after graduation cance ofthe regression coefficients indicate
(r=0,41) and the reason for preference that only the first 6 of these variables are
(r=0,15) yield a significant relationship at important predictors ofthe intrinsic moti-
the level of 0,05. Moreover, when the other vation levels of the candidate preschool
variables are examined, a slight increase is teachers but that the others do not have a
observed in the levels of relationship. significant effect.
When Table 1 is examined in terms of As can be understood from Table 2,
the significance ofthe regression model, when the part and partial correlations
it is observed that predictor variables between predictor variables and the depen-
demonstrate a high and significant level dent variable are examined, a negative
of relationship with the intrinsic motiva- relationship is observed between extrinsic
tion levels of candidate preschool teachers motivation levels of candidate teachers and
(r=0,80,r2=0,63,F=3,81l,p<0,OI).Allof the peer group, attitude towards the teacher,
the 21 variables that were examined the level of finding the classroom and
account for 63 % of the total variance teaching materials sufficient, staying with
regarding the intrinsic motivation levels the family, the order of preference, month-
of the candidate preschool teachers. ly income and expenditures, his/her order
Accordingly, it can be said that all of the of birth among the siblings, the number of
variables that were examined have an effect siblings going to school, and getting a
on the intrinsic motivation level and can grant/scholarship variables. Regarding
account for a large part of the intrinsic these variables, negative correlation means
motivation level. It is understood that the there is a tendency or change as stated in
118/Education Vol. 131 No. 1

TABLE 2
Results of The Multiple Regression Analysis to Account for The Exstrinsic
Motivation Levels of Candidate Pre-School Teachers

Variable B SHB ß t P Zero- Partial


Order r r
(Constant:) 48,819 6,496 7,515 ,000
Mother education status ,341 3,111 ,066 ,109 ,913 -,005 ,019
Father education status 1,337 2,999 ,209 ,446 ,658 ,008 ,075
Number of siblings 1,637 1,146 ,226 2,302 ,045 ,154 ,363
His/her order among the siblings -,720 ,682 -,197 -1,055 ,298 -,108 -,176
Level of income -1,797 ,858 -,313 -2,093 ,044 -,118 -,334
Number of siblings going to -,473 1,015 -,092 -,466 ,644 -,104 -,079
school
Accomodation -,061 ,402 -,020 -,151 ,881 -,024 -,026
Monthly expenses -,598 ,975 -,089 -,614 ,544 -,091 -,103
Grants-allowances received -,357 1,312 -,049 -,272 ,787 ,025 -,046
Master's degree ,288 ,863 ,057 ,334 ,740 ,096 ,056
Instructional material -1,567 ,551 -,238 -2.007 ,036 -,290 -,295
Future expectation ,164 ,442 ,059 ,372 ,712 ,089 ,063
Order of preference -1,070 ,987 -,158 -1,084 ,286 -,106 -,I80
Probability of finding a job 2,366 ,811 ,399 2,918 ,006 ,276 ,442
Frequency of seeing tbe family ,725 1,456 ,078 ,498 ,622 -,052 ,084
Accuracy of assesment and ,365 ,624 ,080 ,584 ,563 ,102 ,098
measurement
Appropriateness of the -1,424 ,465 -,259 -1,971 ,045 -,174 -.287
classrooms
Reason for the preference ,424 1,153 ,056 ,367 ,716 ,059 ,062
Romantic affair ,185 1,266 ,023 ,146 ,885 -,103 ,025
Attitude towards tbe teacher -8,021 2,868 -,389 -2,797 ,008 -,186 -,427
Peer group effect -2,805 1,181 -,338 -2,375 ,023 -,213 -,373
R=0,737, R-'=0,543
F= 3,435, P=0,012

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

classrooms have a significant effect on (2007), students described lack of tools


their extrinsic motivation levels. In a study and equipment as the second factor that
conducted by Yegenoglu (2007), the reduced motivation. In the present study,
unhealthiness of the physical conditions the candidate students' perception of the
was found to be the most important factor materials as insufficient was refiected as
that reduced motivation at a rate of 81 %. a negative effect on extrinsic motivation.
The classroom or the learning environment Another variable that exhibited a negative
encompasses a large number of factors correlation is the level of income of the
such as the number of students in the class- candidate teacher. A decrease in the level
room, the colour of the walls and the of income has an increasing effect on
objects, lighting, heating, hygiene, humid- extrinsic motivation. In other words, an
ity, noise, appearance etc.. Since the increase in the level of income reduces the
environment where classroom activities level of motivation. It is emphasized in the
take place is the immediate environment relevant literature that economic state has
of the teacher and the students, it contin- an increasing effect on motivation. How-
uously affects students' motivation, its ever, there are cases where it has the
continuity, and the quality of the teacher- opposite effect. In a study conducted by
student relationship in a positive or Onuk (2007), which investigated the moti-
negative way (Gru-baugh, & Houston, vation levels of candidate music teachers,
1990; §endur, 1999; Eccles et al., 2002; although no significant difference was
Kaya, 2006; Demirel, & Seferoglu, 2006; found between the motivation levels of
Çelikoz, 2006). This effect can increase those whose families sent money and those
by virtue of its contributions to other vari- whose families did not send money, it was
ables that constitute education. Regarding pointed out that the variable of the level of
this study, it can be argued that the candi- income affected students' motivation lev-
date teachers' perception that the classroom els and that students with low income levels
and learning environments were inappro- were more motivated towards the profes-
priate (insufficient) had a reducing effect sion. Likewise, in a study where Acat and
on their extrinsic motivation levels. The Yenilmez (2004) investigated motivation
adequacy of the teaching materials, inde- levels of students in the Eaculty of Edu-
pendent of the teaching environment, also cation towards the teaching profession, it
affects candidate teachers' extrinsic moti- was found that motivation levels of
vation levels as a factor that has an effect candidate teachers from different socio-
on motivation. Studies conducted on tools, economic levels also exhibited differences.
equipment or teaching materials Studies on the demographic features of
(Kapicioglu, 1990; Aydogdu, 1993; Orn- those candidates who preferred the teach-
stein, & Lasley, 2000; Uzunboylu, 2002; ing profession in Turkey reveal that
Savran, 2004; Yalin, 1997; Dursun, 2006; candidate teachers' families come from
Kurtdede Eidan, 2008) seem to be in favour low and medium income groups. For stu-
of this finding. In Yegenog;lu's study dents with low socio-economic status.
124 / Education Vol. 131 No. 1

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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