The relationship between teacher candidates' possible selves regarding their first year of teaching and self-efficacy beliefs and attitudes towards teaching

The purpose of this study is to examine the relationship between possible selves of teacher candidates regarding their first year in the profession and self-efficacy beliefs and attitudes towards teaching. In line with this purpose, a descriptive study with a relational screening model has been designed in order to answer the research questions. The stratified sampling method was used and research was conducted with 2081 senior students studying in education faculties during the spring term of 2014-2015 in Turkey. In the study, multiple linear regression analysis, correlation analysis, one-way ANOVA, and independent samples t-test were carried out for data analysis. The findings of the study revealed that gender, level of perceived teacher identity, level of perceived academic success and level of satisfaction with the program are all significant variables for teacher candidates' possible selves, though with a small impact. Results of the research indicated that there is a positive relation between expected possible selves and teacher self- efficacy beliefs and attitudes toward the profession, whereas there is a negative relation between feared possible selves and teacher self- efficacy beliefs and attitudes towards the profession. The regression analysis revealed that self-efficacy beliefs and attitudes towards teaching are both significant predictors of expected teacher possible selves, whereas self-efficacy beliefs is the only significant predictor of feared teacher possible selves. Keywords: teacher candidates' possible selves; teacher self-efficacy; attitudes towards teaching, teacher education.