Investigation of Pre-service Teachers’ Self-Efficacy Beliefs and Attitudes toward Teaching Profession through Canonical Analysis

Abstract

This study aimed to investigate the relationship between pre-service teachers’ self-efficacy beliefs
and their attitudes toward teaching as a profession. The participants were 315 senior-year pre-service teachers.
Data were collected using “Teacher’s Sense of Efficacy Scale” (TSES) and “Attitudes toward Teaching as a
Profession Scale” (ATTPS). Result of canonical analysis indicated a relationship between the two variables of
teacher efficacy (efficacy in student engagement and in instructional strategy) and one variable of attitude toward
teaching as a profession (like-dislike). However, pre-service teachers’ efficacy in classroom management was
not associated with liking teaching profession. In addition, no significant correlation was found between teacher
efficacy beliefs and respecting the teaching profession. Suggestions for further research are also provided