The effects of prospective teacher-lecturer : rapport on prospective teachers’ attitudes and self-efficacy beliefs towards teaching profession

Abstract EN

Positive learning environment enhance students' motivation.

Student-teacher rapport is a way of building positive classroom environment.

The student-teacher rapport has been identified in the literature as a significant factor influencing learning outcomes.

Research on student-teacher rapport examined together with the concepts of attitude and selfefficacy is limited.

However, to consider student-teacher rapport, attitudes and selfefficacy beliefs towards teaching profession is important to uncover the factors affecting quality in the teaching profession.

Thus, to determine the predictive power of studentteacher rapport on prospective teachers’ attitudes and self-efficacy beliefs towards teaching profession was the aim of the study.

This study was in a correlational design.

The study was conducted on 499 prospective teachers who studying in a university located in the western part of Turkey and participating voluntarily in the study, during the 2015-2016 spring term.

Data were collected using three instruments, the Teacher-Student Rapport Scale, the Teachers’ Sense of Efficacy Scale, and the Attitude Scale of Teaching Profession.

Pearson product-moment correlation coefficient (Pearson’s r) and stepwiseregressionanalysis were conducted to analyze the data.

Results revealed that the studentteacherrapport and the prospective teachers' self-efficacy beliefs and attitudes towards teaching profession were positively and significantly related to each other.

Also, the prospective teacher-lecturer rapport had a significant effect on prospective teachers'attitudes and self-efficacy beliefs towards the teaching profession.

While prospective teacher-lecturer rapport predicted 8 % of the prospective teachers' attitudes towards the teaching profession, the rapport between prospective teacher and lecturer predicted 10 % of the prospective teachers’ self-efficacy beliefs towards the teaching profession.