THE DETERMINATION OF RELATION AMONG THE FUTURE TIME PERSPECTIVES, ACADEMIC DELAY OF GRATIFICATION PREFERENCES AND BURNOUT LEVELS OF PROSPECTIVE TEACHERS


Creative Commons License

Şahin Ş., Şahin E., Olcucu B.

SCIENCE AND EDUCATION, no.10, pp.40-49, 2017 (Peer-Reviewed Journal) identifier

  • Publication Type: Article / Article
  • Volume: Issue: 10
  • Publication Date: 2017
  • Doi Number: 10.24195/2414-4665-2017-10-5
  • Journal Name: SCIENCE AND EDUCATION
  • Page Numbers: pp.40-49

Abstract

The aim of this study is to determine the relation among the future time perspectives, academic delay of gratification and burnout levels of prospective teachers in different fields participating in PPSE (the Public Personnel Selection Examination in Turkey) courses and to compare them according to certain variables. 220 prospective teachers attending PPSE courses in 2012-2013 school year participated in the study. Kruskal-Wallis test was used for more than two variables which do not show normal distribution in intergroup comparisons and Mann-Whitney U test was used for variables, group number of which are two. Significance level was regarded as alpha=.05. A significant difference in favour of females was found in value sub-dimension of future time perspective pursuant to genders of the prospective teachers according to results of the study (p<0.01). A significant difference in favour of university graduates (p<0.05) was noticed in personal success sub-dimension of burnout according to graduation status of the prospective teachers. A significance difference was determined in favour of university graduates (p<0.01) in terms of the academic delay of gratification preferences of them. Moreover, according to the number of taking PPSE of prospective teachers, a significant difference was determined in favour of prospective teachers who took the exam once (p<0.05) with regard to the value sub-dimension of future time perspective and the academic delay of gratification preferences (p<0.05). A significant difference was noticed in favour of prospective teachers who have not any teaching experience (p<0.05) in the value sub-dimension of future time perspective according to the duration of experience. A significant difference was observed in favour of the prospective teachers who have teaching experience in terms of academic delay of gratification preferences (p<0.05).