The effects of Motivational Enhancement Training on the motivation and vocational-outcome expectations of male preservice preschool teachers

References

• Akman, B., N. Taşkın, Z. Özden, O. Okyay, and F. Cortu. 2014. “Parents’ Views on the Appointment of Male Teachers in Turkish Pre-Schools.” Education as Change 18 (1): 21–32. doi:10.1080/16823206.2013.847009
   Web of Science ®Google Scholar
• Baglama, B., and H. Uzunboylu. 2017. “The Relationship Between Career Decision-Making Self-Efficacy and Vocational Outcome Expectations of Preservice Special Education Teachers.” South African Journal of Education 37 (4): 1–11. doi:10.15700/saje.v37n4a1520
   Web of Science ®Google Scholar
• Bergman, R. 2011. “Homelike Environments.” Accessed 2 February 2022. https://www.communityplaythings.com/resources/articles/2011/home-like-environments.
   Google Scholar
• Betz, N., and K. K. Voyten. 1997. “Efficacy and Outcome Expectation Influence Career Exploration.” Career Development Quarterly 46: 197–189. doi:10.1002/j.2161-0045.1997.tb01004.x
   Web of Science ®Google Scholar
• Brody, D. L. 2015. “The Construction of Masculine Identity Among Men Who Work With Young Children, An International Perspective.” European Early Childhood Education Research Journal 23 (3): 351–361. doi:10.1080/1350293X.2015.1043809
   Web of Science ®Google Scholar
• Brody, D. L., K. Emilsen, T. Rohrmann, and J. Warin. 2021. “More Men in ECEC: Towards a Gender-Sensitive Workforce – Summary and Conclusions.” In Exploring Career Trajectories of Men in The Early Childhood Education and Care Workforce, edited by D. L. Brody, K. Emilsen, T. Rohrmann, and J. Warin, 178–197. London: Routledge.
   Google Scholar
• Brownhill, S. 2014. “‘Build Me A Male Role Model!’ A Critical Exploration of the Perceived Qualities/Characteristics of Men in the Early Years (0–8) in England.” Gender and Education 26 (3): 246–261. doi:10.1080/09540253.2014.901723
   Web of Science ®Google Scholar
• Büyüköztürk, Ş. 2009. Data Analysis Handbook for Social Sciences: Statistics, Research Pattern, Applications of SPSS and Interpretation. Ankara: Pegem.
   Google Scholar
• Cameron, C. 2006. “Men in The Nursery Revisited: Issues of Male Workers and Professionalism.” Contemporary Issues in Early Childhood 7 (1): 68–79. doi:10.2304/ciec.2006.7.1.68
   Google Scholar
• Ching-Sheue, F. U., and L. I. Kun-Chung. 2010. “Learning Experiences of Male Pre-Service Preschool Teachers in Taiwan.” New Horizons in Education 58 (2): 34–41.
   Google Scholar
• Conkel Ziebell, J. L. 2010. “Promoting Viable Career Choice Goals Through Career Decision-Making Self-Efficacy and Career Maturity in Inner-City High School Students: A Test of Social Cognitive Career Theory.” PhD. Dissertation, The University of Minnesota.
   Google Scholar
• Council of Higher Education. 2021. “Higher Education Statistics for the 2020–2021 Academic Year.” Accessed 2 February 2022. https://istatistik.yok.gov.tr/.
   Google Scholar
• Cruickshank, V., S. Pedersen, D. Cooley, and A. Hill. 2020. “How do Male Primary Teachers Negotiate Expectations to Perform Gendered Roles in Their Schools?” The Australian Educational Researcher 47: 307–322. doi:10.1007/s13384-019-00337-z
   Web of Science ®Google Scholar
• Domene, J. F., K. D. Socholotiuk, and A. Woitowicz. 2011. “Academic Motivation in Post-Secondary Students: Effects of Career Outcome Expectations and Type of Aspiration.” Canadian Journal of Education 34 (1): 99–127.
   Google Scholar
• Emilsen, K., J.-Y. Plaisir, R. Sak, and C. Eidevald. 2021. “Why Men Stay?” In Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce, edited by D. L. Brody, K. Emilsen, T. Rohrmann, and J. Warin, 153–164. London: Routledge.
   Google Scholar
• Erden, S., O. Özgun, and M. Çiftçi. 2011. “I am a Man, But I am a Pre-School Education Teacher: Self- and Social-Perception of Male Pre-School Teachers.” Procedia Social and Behavioral Sciences 15: 3199–3204. doi:10.1016/j.sbspro.2011.04.271
   Google Scholar
• Field, A. 2009. Discovering Statistics Using SPSS. London: SAGE.
   Google Scholar
• Fraenkel, J. R., and N. E. Wallen. 2006. How to Design and Evaluate Research in Education. New York: McGraw-Hill, Inc.
   Google Scholar
• Gravetter, F., and L. Wallnau. 2014. Essentials of Statistics for The Behavioral Sciences. Belmont, CA: Wadsworth.
   Google Scholar
• Green, V. P., and L. Schaefer. 1984. “Preschool Teacher Play Materials Preferences.” Early Child Development and Care 14: 85–92. doi:10.1080/0300443840140105
   Google Scholar
• Haskan-Avcı, Ö, A. Karababa, and T. Zencir. 2019. “Male Pre-School Teacher Candidates in the Context of Gender: Perceived Challenges and Future Concerns.” Hacettepe University Journal of Education 34 (4): 1092–1106. doi:10.16986/HUJE.2018046235.
   Google Scholar
• Haskan-Avcı, Ö, T. Zencir, A. Karababa, F. Bozdağ, and S. B. Öztürk. 2018. “The Opinions of Male Pre-School Teacher Candidates on Their Occupational Preferences: An Analysis in the Context of Gender.” Journal of Education and Future 13: 33–48.
   Google Scholar
• Hedlin, M., and M. Åberg. 2013. “The Call for More Male Preschool Teachers: Echoed and Questioned by Swedish Student Teachers.” Early Child Development and Care 183 (1): 149–162. doi:10.1080/03004430.2012.660149
   Google Scholar
• Heikkilä, M., and A. Hellman. 2017. “Male Preschool Teacher Students Negotiating Masculinities: A Qualitative Study with Men Who Are Studying to Become Preschool Teachers.” Early Child Development and Care 187 (7): 1208–1220. doi:10.1080/03004430.2016.1161614
   Web of Science ®Google Scholar
• Higgins, E. T. 1987. “Self-Discrepancy: A Theory Relating Self and Affect.” Psychological Review 94 (3): 319–340. doi:10.1037/0033-295X.94.3.319
   PubMed Web of Science ®Google Scholar
• Hodkinson, A. 2011. “Inclusion: A Defining Definition?” Power and Education 3 (2): 179–185. doi:10.2304/power.2011.3.2.179
   Google Scholar
• Hutchings, M., B. Carrington, B. Francis, C. Skelton, B. Read, and I. Hall. 2007. “Nice and Kind, Smart and Funny: What Children Like and Want to Emulate in Their Teachers.” Oxford Review of Education 34 (2): 135–157. doi:10.1080/03054980701663959
   Web of Science ®Google Scholar
• Işık, E. 2010. “Effects of a Social Cognitive Career Theory-Based Group Intervention On Career Decision Self Efficacy and Vocational Outcome Expectations Among Undergraduate Students.” Ms. Thesis, Çukurova University.
   Google Scholar
• Işık, E. 2013. “Perceived Social Support and Locus of Control as the Predictors of Vocational Outcome Expectations.” Educational Sciences: Theory and Practice 13 (3): 1419–1430. doi:10.12738/estp.2013.3.1520.
   Google Scholar
• İnan, H. Z., N. Bayındır, Ö Doğan-Temur, and M. Bartan. 2010. “The Problems Experienced By Male Early Childhood Teacher Candidates.” EKEV Academy Journal 14 (43): 165–174.
   Google Scholar
• Jensen, J. J. 1996. Men as Workers in Childcare Services: A Discussion Paper. European Commission Network on Childcare and Other Measures to Reconcile Employment and Family Responsibilities for Women and Men. Brussels: European Equal Opportunities Unit.
   Google Scholar
• Landry, C. C. 2003. “Self-Efficacy, Motivation, and Outcome Expectation Correlates of College Students’ Intention Certainty.” PhD. Dissertation, Louisiana State University.
   Google Scholar
• Lent, R. W., S. D. Brown, and G. Hackett. 1994. “Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance.” Journal of Vocational Behavior 45: 79–122. doi:10.1006/jvbe.1994.1027
   Web of Science ®Google Scholar
• Massari, G. 2014. “Motivation for Teaching Career of Students From Early Childhood Education and Primary School Pedagogy.” Acta Didactica Napocensia 7 (4): 1–6.
   Google Scholar
• McWhirter, E. H., S. Rasheed, and M. Crothers. 2000. “The Effects of High School Career Education on Social-Cognitive Variables.” Journal of Counseling Psychology 47: 330–341. doi:10.1037/0022-0167.47.3.330
   Web of Science ®Google Scholar
• Mills, M., M. Haase, and E. Charlton. 2008. “Being the ‘Right’ Kind of Male Teacher: The Disciplining of John.” Pedagogy, Culture & Society 16 (1): 71–84. doi:10.1080/14681360701877792
   Google Scholar
• Ministry of National Education. 2013. Early Childhood Education Program. Ankara: MEB.
   Google Scholar
• Ministry of National Education. 2022. National Education Statistics: Formal Education 2021–2022. Accessed 25 September 2022. https://sgb.meb.gov.tr/meb_iys_dosyalar /2022_09/15142558_meb_istatistikleri_orgun_egitim_2021_2022.pdf.
   Google Scholar
• Moran, A., R. Kilpatrick, L. Abbott, J. Dallat, and B. McClune. 2001. “Training to Teach: Motivating Factors and Implications for Recruitment.” Evaluation and Research in Education 15 (1): 17–32. doi:10.1080/09500790108666980
   Google Scholar
• Murray, S. B. 1996. “‘We All Love Charles’: Men in Child Care and the Social Construction of Gender.” Gender & Society 10: 368–385. doi:10.1177/089124396010004002
   Web of Science ®Google Scholar
• Petersen, N. 2014. “The ‘Good’, The ‘Bad’ and The ‘Ugly’? Views on Male Teachers in Foundation Phase Education.” South African Journal of Education 34 (1): 1–13. doi:10.15700/201412120926
   Web of Science ®Google Scholar
• Rentzou, K. 2011. “Greek Parents’ Perceptions of Male Early Childhood Educators.” Early Years 31 (2): 135–147. doi:10.1080/09575146.2010.530247
   Google Scholar
• Rentzou, K., and K. Ziganitidou. 2009. “Greek Male Early Childhood Educators: Self and Societal Perceptions Towards Their Chosen Profession.” Early Years 29 (3): 271–279. doi:10.1080/09575140903286359
   Google Scholar
• Rohrmann, T. 2016. “Men and Women as Professionals in Early Childhood Education. An Issue of Inclusion?” La nouvelle revue de l’adaptation et de la scolarisation 73 (1): 201–218. doi:10.3917/nras.073.0201.
   Google Scholar
• Russo, S., and T. Feder. 2001. “A Preliminary Investigation of Barriers Faced by Male Early Childhood Pre-Service Teachers.” Early Child Development and Care 170 (1): 57–75. doi:10.1080/0300443011700106
   Google Scholar
• Şahin-Sak, İT, R. Sak, C. Eidevald, and J. McHale. 2021. “Critical Moments in Men’s Career Trajectories?” In Exploring Career Trajectories of Men in The Early Childhood Education and Care Workforce, edited by D. L. Brody, K. Emilsen, T. Rohrmann, and J. Warin, 165–177. London: Routledge.
   Google Scholar
• Sak, R. 2018. “Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism.” Early Childhood Education Journal 46: 643–653. doi:10.1007/s10643-018-0895-9
   Web of Science ®Google Scholar
• Sak, R., G. Kızılkaya, Y. Yılmaz, and M. Dereli. 2015. “Children’s Perspective: Male and Female Preschool Teachers.” Sakarya University Journal of Education Faculty 29: 142–162.
   Google Scholar
• Sak, R., T. Rohrmann, İ. T. Şahin Sak, and G. Schauer. 2019. “Parents’ Views on Male ECEC Workers: A Cross-Country Comparison.” European Early Childhood Education Research Journal 27 (1): 68–80. doi:10.1080/1350293X.2018.1556535
   Web of Science ®Google Scholar
• Sak, R., İ. T. Şahin, and B. K. Şahin. 2012. “Views of Female Preschool Pre-Service Teachers About Male Teaching Colleagues.” Procedia - Social and Behavioral Sciences 47: 586–593. doi:10.1016/j.sbspro.2012.06.700
   Google Scholar
• Sandberg, A., and I. Pramling-Samuelsson. 2005. “An Interview Study of Gender Difference in Preschool Teachers’ Attitudes Toward Children’s Play.” Early Childhood Education Journal 32: 297–305. doi:10.1007/s10643-005-4400-x
   Google Scholar
• Sargent, P. 2005. “The Gendering of Men in Early Childhood Education.” Sex Roles 52 (3/4): 251–259. doi:10.1007/s11199-005-1300-x
   Web of Science ®Google Scholar
• Stroud, J. C., L. L. Smith, L. T. Ealy, and R. Hurst. 2006. “Choosing to Teach: Perceptions of Male Pre-Service Teachers in Early Childhood and Elementary Education.” Early Child Development and Care 163 (1): 49–60. doi:10.1080/0300443001630104
   Google Scholar
• Sumsion, J. 2000. “Negotiating Otherness: A Male Early Childhood Educator’s Gender Positioning.” International Journal of Early Years Education 8 (2): 129–140. doi:10.1080/09669760050046174
   Google Scholar
• Sumsion, J. 2005. “Male Teachers in Early Childhood Education: Issues and Case Study.” Early Childhood Research Quarterly 20: 109–123. doi:10.1016/j.ecresq.2005.01.001
   Web of Science ®Google Scholar
• Thornton, M., and P. Bricheno. 2008. “Entrances and Exits: Changing Perceptions of Primary Teaching as a Career for Men.” Early Child Development and Care 178 (7): 717–773. doi:10.1080/03004430802352087
   Google Scholar
• Tilley, B. P. 2005. “The Development of the Revised Version of The Educational Outcome Expectancy Scale.” PhD. Dissertation, Iowa State University.
   Google Scholar
• Tokić, R. 2018. “Motivation of Male Students for Preschool Teacher Profession.” Open Journal for Educational Research 2 (1): 31–44. doi:10.32591/coas.ojer.0201.03031t
   Google Scholar
• Trochim, W. M., and J. P. Donnelly. 2006. The Research Methods Knowledge Base. Cincinnati, OH: Atomic Dog.
   Google Scholar
• Tufan, M. 2018. “Public Perceptions and the Situation of Males in Early Childhood Settings.” Educational Research and Reviews 13 (3): 111–119. doi:10.5897/ERR2017.3458
   Google Scholar
• Tulunay Ateş, Ö, and N. İhtiyaroğlu. 2019. “Adult Motivation Scale: A Scale Development Study.” Kastamonu Education Journal 27 (2): 611–620. doi:10.24106/kefdergi.2612.
   Google Scholar
• Wu, H.-Q., Y.-W. Chen, and R. Liu. 2020. “College Education Outcome Expectation and Proactive Personality as Predictors of Chinese College Students’ Learning Motivation, Career Adaptability as a Mediator.” Paper Presented at the 2020 International Conference on Modern Education and Information Management (ICMEIM), Changsha, September 18–20.
   Google Scholar
• Yang, Y., and D. E. McNair. 2021. “Chinese Male Early Childhood Education Teachers’ Perceptions of Their Roles and Professional Development.” Gender and Education 33 (4): 468–482. doi:10.1080/09540253.2020.1786010
   Web of Science ®Google Scholar
• Zhang, L., and M. Wang. 2018. “Understanding Male Kindergarten Teachers’ Motivation for Teaching in Mainland China: A Case Study.” Journal of Education for Teaching 44 (4): 496–499. doi:10.1080/02607476.2018.1450950
   Web of Science ®Google Scholar