Purpose: Occupational socialization is a process by which individuals internalize occupational culture. The aim of the present study was to ascertain the views and perceptions of classroom teachers regarding the efficiency of occupational socialization periods and the level of their occupational socialization, and to describe the same by sex and seniority variables.
Research Methods: The sample of the study was comprised on 608 classroom teachers in service in Ankara province. The “Occupational Socialization Period Efficiency Scale” and “Occupational Socialization Level Scale” were developed by the researcher as data collection tools.
Findings: The classroom teachers perceived the pre-service period as “mostly” efficient, and said period was perceived as the most efficient compared to the other occupational socialization periods. It was found that the classroom teachers with regard to the level of occupational socialization had high levels of perception. It was found as a result of multiple regression analysis that the induction period had no significant effect on the occupational socialization levels of the teachers.
Implications for Research and Practice: The pre-service period was considered the most effective occupational socialization period by the classroom teachers. It was seen that classroom teachers had higher perception rates with respect to occupational socialization levels, and that female teachers had higher positive perception rates concerning occupational socialization levels compared to male teachers. The reasons of intersexual professional perception differences should be studied and precautions should be taken via activities at the faculty education level.
Keywords: Teacher training, Professional, socialization periods.