Abstract—The purpose of this study is to analyze the relationship between the attitude of teacher candidates towards teaching as profession and the perception of self-efficacy on information technologies. The study was designed with casual comparative research. The sample was selected by using appropriate sampling of non-random sampling method. 280 teacher candidates who study at Firat University Faculty of Education in their final year participated in this study. Data was collected in the second half of 2014 - 2015 academic year through Information Technology Self-Efficacy Scale and Teacher Attitudes Scale. According to the findings obtained in the study of teachers' attitudes towards the teaching profession and information technology seems to be at high level. In the study the attitudes of female teacher candidates' attitudes towards the teaching profession was statistically significantly higher than male teacher candidates. Male teacher candidates’ information technology self-efficacy perceptions were statistically higher than female teacher candidates' perceptions. Candidates’ attitudes towards teaching profession stating that they came willingly to the department are statistically higher than the candidates stating that they studied unwillingly at that department. But it was found that the students who come willingly to their department have no statistical meaningful difference on information technology self-efficacy perceptions. Teacher candidates' attitudes towards the teaching profession and information technologies differ from each other according to the department they study. Teachers' attitudes towards teaching profession can be seen through the candidate’s level of information technology self-efficacy perception.

Index Terms—teaching profession, ICT self-efficacy, teacher candidates

Cite: Vildan Donmuş, Burhan Akpinar, and Mehmet Eroğlu, "Analysis on the Relationship between the Attitude of Teacher Candidates towards Teaching Profession and the Perception of ICT Self-Efficacy," International Journal of Learning and Teaching, Vol. 1, No. 2, pp. 139-144, December 2015. doi: 10.18178/ijlt.1.2.139-144