(1) Organization for Economic Co-operation and Development (2005). Teachers matter: attracting,
developing and retaining effective teachers. Paris, OECD.
(2) Organization for Economic Co-operation and Development (2009). Education at a
glance. OECD indicators. Paris, OECD.
(3) United Nations Educational, Scientific and Cultural Organization (2008). Education for
all global monitoring report: Education for all by 2015 will we make it? Paris, UNESCO.
(4) Aksu, M., Demir, C. E., Daloğlu, A., Yıldırım, S., & Kiraz, E. (2010). Who are the future
teachers in Turkey? Characteristics of entering student teachers. International Journal of
Educational Development, 30, 91-101.
(5) Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates.
Review of Educational Research, 62, 37-60.
(6) Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations
concerning teaching as a career for different types of beginning teachers. Learning and
Instruction, 18(5), 408-428.
(7) Acat, M. B., & Yenilmez, K. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine
ilişkin motivasyon düzeyleri. Manas Sosyal Bilimler Dergisi, 12, 125-139.
(8) Boz, Y., & Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma
nedenleri. Kastamonu Eğitim Dergisi, 16(1), 137-144.
(9) Eren, A., & Tezel K. V. (2010). Factors influencing teaching choice, professional plans
about teaching, and future time perspective: A mediational analysis. Teaching and Teacher
Education, 26, 1416-1428.
(10) Roness, D. (2011). Still motivated? The motivation for teaching during the second year
in the profession. Teaching and Teacher Education, 27(3), 628-638.
(11) Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as
a career choice: Development and validation of the FIT-Choice Scale. Journal of Experimental
Education, 75(3), 167-202.
(12) Bruinsma, M., & Jansen, E. P. W. A. (2010). Is the motivation to become a teacher related
to pre-service teachers’ intentions to remain in the profession? European Journal of
Teacher Education, 33(2), 185-200.
(13) Eren, A. (2011). Relational analysis of prospective teachers’ interest in teaching, professional
plans about teaching, and career choice satisfaction. In E. T. Canrinus, How to attract,
retain, and promote qualified teachers? Insights into motivation and emotion. Paper
Presented at the Annual Meeting of the American Educational Research Association, New
Orleans, Louisiana, USA.
(14) Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and catholic
schools. Educational Research Review, 5(3), 261-277.
(15) Richardson, P. W., & Watt, H. M. G. (2010). Current and future directions in teacher
motivation research. In T. C. Urdan ve S. A. Karabenick (Eds.), The Decade Ahead: Applications
and Contexts of Motivation and Achievement (pp. 139-173). London: Emerald.
(16) Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling
characteristics and motivations across three Australian universities. Asia-Pacific Journal (1) Organization for Economic Co-operation and Development (2005). Teachers matter: attracting,
developing and retaining effective teachers. Paris, OECD.
(2) Organization for Economic Co-operation and Development (2009). Education at a
glance. OECD indicators. Paris, OECD.
(3) United Nations Educational, Scientific and Cultural Organization (2008). Education for
all global monitoring report: Education for all by 2015 will we make it? Paris, UNESCO.
(4) Aksu, M., Demir, C. E., Daloğlu, A., Yıldırım, S., & Kiraz, E. (2010). Who are the future
teachers in Turkey? Characteristics of entering student teachers. International Journal of
Educational Development, 30, 91-101.
(5) Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates.
Review of Educational Research, 62, 37-60.
(6) Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations
concerning teaching as a career for different types of beginning teachers. Learning and
Instruction, 18(5), 408-428.
(7) Acat, M. B., & Yenilmez, K. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine
ilişkin motivasyon düzeyleri. Manas Sosyal Bilimler Dergisi, 12, 125-139.
(8) Boz, Y., & Boz, N. (2008). Kimya ve matematik öğretmen adaylarının öğretmen olma
nedenleri. Kastamonu Eğitim Dergisi, 16(1), 137-144.
(9) Eren, A., & Tezel K. V. (2010). Factors influencing teaching choice, professional plans
about teaching, and future time perspective: A mediational analysis. Teaching and Teacher
Education, 26, 1416-1428.
(10) Roness, D. (2011). Still motivated? The motivation for teaching during the second year
in the profession. Teaching and Teacher Education, 27(3), 628-638.
(11) Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as
a career choice: Development and validation of the FIT-Choice Scale. Journal of Experimental
Education, 75(3), 167-202.
(12) Bruinsma, M., & Jansen, E. P. W. A. (2010). Is the motivation to become a teacher related
to pre-service teachers’ intentions to remain in the profession? European Journal of
Teacher Education, 33(2), 185-200.
(13) Eren, A. (2011). Relational analysis of prospective teachers’ interest in teaching, professional
plans about teaching, and career choice satisfaction. In E. T. Canrinus, How to attract,
retain, and promote qualified teachers? Insights into motivation and emotion. Paper
Presented at the Annual Meeting of the American Educational Research Association, New
Orleans, Louisiana, USA.
(14) Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and catholic
schools. Educational Research Review, 5(3), 261-277.
(15) Richardson, P. W., & Watt, H. M. G. (2010). Current and future directions in teacher
motivation research. In T. C. Urdan ve S. A. Karabenick (Eds.), The Decade Ahead: Applications
and Contexts of Motivation and Achievement (pp. 139-173). London: Emerald.
(16) Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling
characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56.
(17) Anthony, G., & Ord, K. (2008). Change-of-career secondary teachers: Motivations, expectations
and intentions. Asia-Pacific Journal of Teacher Education, 36(4), 359-376.
(18) Mau, W. C. J., & Mau, Y. H. (2006). Factors influencing high school students to persist in
aspirations of teaching careers. Journal of Career Development, 32(3), 234-249.
(19) Manuel, J., & Hughes, J. (2006). “It has always been my dream”: exploring pre-service
teachers’ motivations for choosing to teach. Teacher Development, 10(1), 5-24.
(20) Watt, H. M. G., Richardson, P. W., & Tysvaer, N. (2007). Profiles of beginning teachers’
professional engagement and career development aspirations. In A. Berry, A. Clemans,
& A. Kostogriz (Eds.), Dimensions of Professional Learning: Professionalism, Practice,
and Identity (Vol. 3, pp. 155- 175), Rotterdam: Sense.
(21) Karasar, N. (2010). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
(22) Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
(23) Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size
in educational research. Educational Research Review, 6(2), 135-147.
(24) Ullman, J. B. (2007). Structural equation modeling. In B. G. Tabachnick ve L. S. Fidell
(Eds.), Using Multivariate Statistics. New York: Pearson.
(25) Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. New York,
NY: Guilford.
(26) Field, A. (2009). Discovering statistics using SPSS. London: Sage.
(27) Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social
psychological research: Conceptual, strategic, and statistical considerations. Journal
of Personality and Social Psychology, 51, 1173–1182.
(28) Sobel, M. E. (1982). Asymptotic intervals for indirect effects in structural equations models.
In S. Leinhart (Ed.), Sociological Methodology 1982 (pp.290-312). San Francisco:
Jossey-Bass.
(29) Arbuckle, J. L. (2007). AMOS 16.0 User’s Guide. Spring House, PA: Amos Development
Corporation.
(30) Holland, J. L. (1997). Making Vocational Choices: A Theory of Vocational Personalities
and Work Environments. Odessa, FL: Psychological Assessment Resources.
(31) Nauta, M. M. (2007). Assessing college students’ satisfaction with their academic majors.
Journal of Career Assessment, 15(4), 446-462.
(32) Super, D. E. (1983). Assessment in career guidance: Toward truly developmental counseling.
Personnel and Guidance Journal, 61, 555-562.
(33) Cemaloğlu, N. (2005). Türkiye’de okul yöneticisi yetiştirme ve istihdamı: Var olan durum,
gelecekteki olası gelişmeler ve sorunlar. Gazi Üniversitesi Eğitim Fakültesi Dergisi,
25(2), 249-274.
(34) Schommer, M. (1993). Effects of beliefs about the nature of knowledge on comprehension.
Journal of Educational Psychology, 82, 498-504.
(35) Sinatra, G. M., & Kardash, C. A. M. (2004). Teacher candidates’ epistemological beliefs,
dispositions, and views on teaching as persuasion. Contemporary Educational Psychology,
29(4), 483-498. (36) Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher:
A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28,
1-10.
(37) Lovett, S., & Cameron, M. (2011). Schools as professional learning communities for
early-career teachers: How do early-career teachers rate them? Teacher Development,
15(1), 87-104.
(38) Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review
of Psychology, 53, 109-132.
(39) Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation.
Contemporary Educational Psychology, 25, 68-81.
Thank you for copying data from http://www.arastirmax.com
