The relationship between attitudes toward the teaching profession, occupational resilience belief, and extra-role behavior: A moderated mediation model

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dc.contributor.authorKara, Kürşad
dc.contributor.authorAda, Kübra
dc.date.accessioned2024-10-04T18:58:53Z
dc.date.available2024-10-04T18:58:53Z
dc.date.issued2021
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThis study aims to examine the direct and indirect relationships between pre-service teachers’ attitudes toward the teaching profession, their occupational resilience beliefs, and their tendency to engage in extra-role behaviors within the framework of structural equation modeling. A relational survey model was used to design this quantitative investigation. The sample comprises 430 pre-service teachers who enrolled at four different programs at a state university in Turkey. The study used the attitudes toward teaching profession scale, the occupational resilience beliefs scale for pre-service teachers, and the extra-role behaviors scale (teacher form) as data collection tools. The researchers created hypothesis models examining the mediating and moderated mediating role of the occupational resilience belief in the effect that attitudes toward the teaching profession have on extra-role behaviors and tested these models within the framework of structural equation modeling. As a result of the study, it was found that the relationship strength between the attitudes toward the teaching profession, the occupational resilience belief, and extra-role behaviors was moderate. The study determined that occupational resilience belief plays a mediating role in the effect of pre-service teachers’ attitudes toward the teaching profession on extra-role behaviors. According to the results of the moderated mediation analysis, the influence of this indirect effect on extra-role behaviors varies according to the type of program studied, even though it does not differ significantly according to the class level of the pre-service teachers. This indirect effect is provided at the best level for pre-service teachers in the mathematics education program. However, the study concluded that the indirect effect influence significantly weakened in the Turkish education program. © 2021, Duzce University, Faculty of Education. All rights reserved.en_US
dc.identifier.doi10.33902/JPR.2021371258
dc.identifier.endpage121en_US
dc.identifier.issn2602-3717
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85169137314en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage105en_US
dc.identifier.urihttps://doi.org/10.33902/JPR.2021371258
dc.identifier.urihttp://hdl.handle.net/20.500.12403/4074
dc.identifier.volume5en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherDuzce University, Faculty of Educationen_US
dc.relation.ispartofJournal of Pedagogical Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAttitudes toward the teaching professionen_US
dc.subjectExtra-role behavioren_US
dc.subjectMediator effect modelen_US
dc.subjectModerated mediation modelen_US
dc.subjectOccupational resilience beliefen_US
dc.titleThe relationship between attitudes toward the teaching profession, occupational resilience belief, and extra-role behavior: A moderated mediation modelen_US
dc.typeArticleen_US

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