- Dr., Adnan Menderes University, Faculty of Education, Aydın, Turkey.
Problem Statement: While the concept of professional self-efficacy corresponds to the power and belief employees feel related to tasks they are performing, motivation can be defined as the internal energy which shapes work related behaviors of employees positively. Although there are many features that teachers and candidate teachers must have, the selfefficacy perception and the motivation to learning and teaching are two significant concepts that make teaching profession valuable. Additionally, teachers and the candidate teachers are expected to put value on learning throughout the life span. For this reason it is assumed that lifelong learning tendency can be considered as one of the most valuable determiner of teacher self-efficacy perception and motivation for candidate teachers.
Method: In this respect, relationships between learning oriented motivations and teacher self-efficacy perceptions of candidate teachers are discussed within the context of structural equation modeling, and it is aimed to be explained through lifelong learning tendencies. Method: The research population, in which descriptive method is used, is formed by 4419 candidate teachers studying in Çanakkale Onsekiz Mart University (ÇOMÜ), the research sample is formed by 382 candidate teachers of 5 departments of Faculty of Education. The data was obtained with “Learning Oriented Motivation”, “Lifelong Learning Tendencies” and “Teacher Self Efficacy” scales
Findings: Data analysis of the study revealed that level of learning oriented motivation, lifelong learning tendencies and self-efficacy perceptions towards teaching profession of candidate teachers are high, and the whole of the relationship between learning oriented motivation of candidate teachers and self-efficacy perceptions towards teaching profession is provided through lifelong learning tendencies. Conclusion and Recommendations: Teacher candidates have a high level of perception towards learning oriented motivation, lifelong learning tendencies and self-efficacy. Also there is a positive relationship between their perceptions about them. Concerning the results of the study, it can be suggested that supportive studies for learning oriented motivation level and lifelong learning competences should be realized so as to make teaching oriented self-efficacy perceptions of candidate teachers more positive. Additionally, the need of including lifelong learning concept to faculties of education and programs more effectively and the importance of reflecting it to candidate teachers by teaching staff should be arisen. Lastly, lifelong learning opportunities in faculties of education should be diversified; candidate teachers’ access to learning opportunities such as library, internet, courses and seminars should be facilitated.
Keywords: Teacher Self-efficacy, Learning Oriented Motivation, Lifelong Learning Tendency, Candidate Teacher, Teaching Profession.