Examination of the self-actualization and atributional styles of teachers and teachers candidates

Summary The aim of this study was to investigate the levels of self- actualization and attributional styles of teacher candidates' going on their education as senier at Fatih Faculty of Education and the social and science teachers' working at the various Secondary and High Schools in Trabzon city according to some variables such as sex, teaching branch and working period. Research group consisted of 60 volunteer teacher canditates and 120 volunteer teachers. Personal Orientation Inventory designed by Shostrom, Attributional Style Questionairre designed by Seligman, Abramson, SemrneL, and Von Baeyer and Information Form designed by researcher were administered to the research group. Percentile Norms, t-test, three-way variance analysis and Pearson Product Moments Correlation Coefficient were used for statistical analysis of data. Results showed that there were no statistically significant differences between the self -actualization levels and attributional styles of teacher canditates and teachers, but was a significand difference in favour of female teacher candidates. Three-way variance analysis results indicated that main effects of each variable were not significant on both self-actualization level and attributional style. But, interactional effect of sex and working period in internal-external subtest, and intereactional effect of sex,branch and, working period in stable-unstable and global-spesific subtests were significant. Correlation coefficients showed that there were negative and moderate level correlations between self-actualization level and attributional styles in teacher candidates, but no significant correlations were for teachers. Some general and spesific recommendations were done according to the results. vm