Hizmet öncesi Türk İngilizce öğretmeni adaylarının algılanan mesleki bağlılık duyguları üzerine nitel bir çalışma

This thesis explores the various factors influencing Turkish pre-service English as a foreign language (EFL) teachers' commitment to their profession, focusing on the complex process of professional identity development through a qualitative approach known as thematic analysis. Data was gathered from 18 pre-service teachers via in-depth, semi-structured interviews to address three central research questions: the key motivational factors for choosing English teaching as a career, the specific experiences that impact professional commitment, and how this commitment shapes attitudes and behaviors towards the profession over time. The findings of this study indicate that pre-service teachers' intrinsic motivation, along with positive past experiences with inspiring and effective teachers, stand out as key factors in their decision to choose the teaching profession. Experiences gained within teacher education programs, particularly during practical training and positive interactions with mentors and students, significantly enhance professional commitment. Conversely, external challenges such as poor working conditions during internships and growing concerns about job security negatively impact commitment. The study highlights the critical need for supportive, resource-rich environments in teacher education programs to foster not only commitment but also a sense of readiness for the profession. Addressing external challenges and providing ongoing support are crucial to maintaining high levels of professional commitment, especially during early career stages. This research contributes to a deeper understanding of teacher identity formation and offers practical recommendations for enhancing pre-service teachers' occupational commitment. Future research should consider conducting longitudinal and comparative studies to expand on these findings and explore this topic in greater depth.