Motivational processes of preschool teachers before and after entering the teaching profession

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dc.contributor.authorSarı, Betül
dc.contributor.authorOgelman, Hülya Gülay
dc.date.accessioned2025-05-30T12:10:09Z
dc.date.available2025-05-30T12:10:09Z
dc.date.issued2025
dc.departmentFakülteler, Eğitim Fakültesi, Temel Eğitim Bölümü
dc.description.abstractApart from other grade levels and branches of the teaching profession, preschool teaching constitutes a unique place in the teaching profession regarding its target group and instructional objectives. The aim of this study was to investigate the essence of preschool teachers' experiences regarding motivational factors in choosing and working in the teaching profession in Turkey. The study was designed using a qualitative method and conducted with 23 preschool teachers across Turkey. The Teacher Motivation Questionnaire, consisting of six open-ended questions and related sub-questions regarding motivational processes, was utilized with participating teachers. Teacher responses were analyzed through content analysis. The findings revealed that intrinsic, extrinsic, and altruistic factors have a role and vary in the career path of preschool teachers. It was found that love for children, the role of significant others, the desire to teach, job opportunities, and working conditions were the factors that motivated preschool teachers to choose this profession. While defining the most significant motivation source in the profession after entering the field, teachers highlighted factors such as children, change, love for the profession, positive feedback, working conditions, and career opportunities. While children were among the most critical factors in increasing preschool teachers' motivation, the quality of working conditions and relations with teachers, administrators, and families both negatively and positively affected teachers' motivation. All of the preschool teachers reported that they recommend the profession to potential candidates by reminding the personal characteristics of preschool teachers and the challenges and professional requirements of the profession.
dc.identifier.citationSarı, B., & Gülay Ogelman, H. (2025). Motivational processes of preschool teachers before and after entering the teaching profession. Journal of Early Childhood Teacher Education, 1-24.
dc.identifier.doi10.1080/10901027.2025.2502435
dc.identifier.endpage25
dc.identifier.issueMay
dc.identifier.scopus2-s2.0-105005858790
dc.identifier.scopusqualityQ2
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.1080/10901027.2025.2502435
dc.identifier.urihttps://hdl.handle.net/11486/7711
dc.identifier.wosWOS:001493479200001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorSarı, Betül
dc.institutionauthorOgelman, Hülya Gülay
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.ispartofJournal of Early Childhood Teacher Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectMotivational Processes
dc.subjectTeaching Profession
dc.titleMotivational processes of preschool teachers before and after entering the teaching profession
dc.typeArticle

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