The Effect of Teacher Candidates' Self-Determination Perceptions on Their Career Decision-Making Self-Efficacy in Distance Education

ABSTRACT

The purpose of this research is to examine the effect of students' self-determination perceptions on their career decision-making self-efficacy in the distance education process. Qualitative research design was used in the study. As a data source, undergraduate and graduate students studying in the Biology department of Bolu Abant Izzet Baysal University Faculty of Science and Letters in the 2022-2023 academic year, who have the opportunity to make many career decisions in addition to the teaching profession, were contacted one by one and asked survey questions and asked to note their answers. When determining teacher candidates, students who had taken a career planning course during their education or were informed about the course content were selected. According to the answers of 16 participants (13 senior undergraduates and 3 graduate students) who returned during the distance education process, when their views on self-determination skills are examined, 87.5% of the participants think that they can choose what they want when choosing "medium level" and above. According to the opinions of the participants regarding the profession/sector in which they want to work, taking into account self-determination, the categories with the highest and equal frequency values in addition to teaching are University/Academician, Researcher, and Biology. It has been determined that limiting emotions are anxiety and indecision. Students' career plans over time in their working life are to become researchers /academics/scientists. Apart from these, it has been revealed that personal development and professional development are the most desired ones. Initiatives that increase the self-determination skills of teacher candidates may further help their self-efficacy. Self-determination and career decision-making self-efficacy as desired qualities in the teacher education process.