Investigating prospective teachers’ teaching-specific hopes as predictors of their sense of personal responsibility

ABSTRACT

This study examined whether prospective teachers’ teaching-specific hopes significantly predicted their sense of personal responsibility. A total of 503 prospective teachers voluntarily participated in the study. Correlation and structural equation modelling analyses were conducted to examine the links between prospective teachers’ teaching-specific hopes and sense of personal responsibility. Results showed that the relationships between prospective teachers’ teaching-specific hopes and sense of personal responsibility were significant. Furthermore, the relationship between responsibility for teaching and hope for teaching was significantly more discernible than the relationships between responsibility for teaching and hopes for student achievement, student motivation, and relationships with students. Results also showed that, regardless of the effects of career choice satisfaction, prospective teachers’ teaching-specific hopes for student motivation, relationships with students, and teaching significantly and selectively predicted the diverse aspects of their sense of personal responsibility. Implications for teacher education and directions for further studies were also discussed in the study.

KEYWORDS:

• Hope
• responsibility
• teaching
• career

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Altay Eren

Altay Eren is an Associate Professor in the Department of Educational Sciences at the Abant Izzet Baysal University. His research focuses on the factors influencing teaching choice, professional plans, and motivational variables associated with teaching and learning.