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Determining the Distinctive Characteristics of Preservice Teachers Who Willingly or Unwillingly Prefer their Undergraduate Programme

Procedia - Social and Behavioral Sciences
Publication Date
DOI: 10.1016/j.sbspro.2014.01.574
  • Higher Education
  • Higher Education Programme
  • Teachers
  • Discriminant Analysis
  • Design
  • Education


Abstract The aim of this study is to determine the characteristics that distinguish preservice teachers who willingly selected the undergraduate programme they attend from those who did not. The study group of the research consists of 263 preservice teachers attending Preschool Education, Primary School Teaching, Social Sciences Teaching, Guidance and Psychological Counseling and Special Teaching at the Faculty of Educational Sciences at Ankara University. Correlational research design was used considering the focus of the research, as it is about the relationship between two or more variables and the influential variables determining these relationships. “Student Information Questionnaire” and “Family Support Scale” developed by the researchers were used for data collection. The results of the discriminant analysis indicate that family support, high school grade point average and attending private teaching classes during preparation process for the university exam have a positive effect in distinguishing preservice teachers who willingly selected the programme they attend from those who did not. Also, the contribution of the high school to the programme has a negative effect.

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