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AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION

Year 2025, Volume: 8 Issue: 2, 205 - 220, 30.04.2025

Başak Babaoğlu Yilmaz Bahadir Gülbahar

https://doi.org/10.59182/tudad.1647425

Abstract

Motivation is key for future teachers to choose and stay on this career path. Therefore, it is important to examine teachers' reasons for choosing the profession. Taking the views of new teachers and pre-service teachers can contribute to a better future for the education system. This study was conducted to determine the reasons why new teachers choose the teaching profession and their expectations before they start teaching. The study was conducted using a phenomenological design from qualitative research methods. The participants consisted of 13 teachers in different branches from different schools affiliated to Ankara Provincial Directorate of National Education in the 2024-2025 academic year. Semi-structured interviews were conducted with the teachers. Data were collected with an interview form. The interview form consists of research questions and demographic questions. The collected data were analyzed by content analysis technique and two themes were identified: “reasons for choosing the teaching profession” and “expectations from the teaching profession”. The reasons for choosing the teaching profession were found to be “personal reasons” and “external reasons”. Expectations from the teaching profession were found to be “professional expectations” and “individual expectations”. Various suggestions were made in line with the results obtained.

Keywords

Teaching reasons for choosing teaching expectations from teaching profession qualitative study

References

  • Baltacı, Ö. (2010). Examining the relationship between social anxiety, social support and problem solving approaches of university students [Unpublished Master's Thesis], Selçuk University.
  • Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281. doi: 10.1080/02619768.2018.1448784
  • Bogdan, R. C. and Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods. Allyn and Bacon.
  • Bordin, E. S. (1994). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy: Theory, Research, Practice, Training, 16(3), 252-260.
  • Burgueño, R., Sicilia, Á, Medina-Casaubon, J., Alcaraz-Ibañez, M., and Lirola, M. (2017). Academic motivation scale revised. inclusion of integrated regulation to measure motivation in initial teacher education. Anales de Psicología, 33, 670-679. doi: 10.6018/analesps.33.3.249601
  • Çeliköz, N., & Çetin, F. (2004). Factors affecting the attitudes of Anatolian teacher high school students towards teaching profession. Millî Eğitim Dergisi, 32(1), 136-145.
  • Çermik, H., Dogan, B. & Sahin, A. (2010). The reasons for preference of pre-service primary school teachers for teaching profession. Pamukkale University Journal of Faculty of Education, 28(2), 201-212.
  • Çevik, D. B., Perkmen, S., & Alkan, M. (2012). Music teacher candidates' expectations from their profession. Journal of Research in Education and Teaching, 1(1), 41-45.
  • Dağ, E. (2010). The relationship between classroom teacher candidates' attitudes towards the teaching profession and the factors that are effective in their preference for the teaching profession (Thesis No. 263279) [Master's Thesis, Ege University]. YÖK National Thesis Center.
  • Demirel, M., Kozikoğlu, İ., Özkan, İ. (2014). Investigation of university preparatory class students' approaches to learning according to various variables. 9th International Balkan Education and Science Congress. Trakya University.
  • Erdoğan, U. (2012). The relationship between the bureaucratic structures of primary schools and teachers' organizational socialization levels (Malatya province example), [Unpublished Master's Thesis]. İnönü University Institute of Educational Sciences.
  • Ergenekon, Y. (2004). Determination of the occupational problems of newly started teachers of the mentally handicapped and development of solution proposals to overcome these problems. [Published Doctoral Dissertation]. Anadolu University.
  • Eskicumalı, A., Yaman, E., & Yaman, H. (2001). A research on the socio-economic status of the teaching profession and the transformation of this profession into a woman's profession. Sakarya University Faculty of Education Journal, 2, 53-68.
  • Fokkens-Bruinsma, M., and Canrinus, E. T. (2012). The factors influencing teaching (FIT)-Choice Scale in a Dutch teacher education program. Asia Pac. J. Teach. Educ. 40, 249-269. doi: 10.1080/1359866X.2012.700043
  • Fokkens-Bruinsma, M., and Canrinus, E. (2014). Motivation to become a teacher and engagement to the profession.: evidence from different contexts. Int. J. Educ. Res. 65, 65-74. doi: 10.1016/j.ijer.2013.09.012
  • Gömleksiz, N., Ülkü, A.K., Biçer, S., & Yetkiner, A. (2010). Comparison of the difficulties experienced by novice classroom teachers with the perceptions of prospective teachers about the difficulties they may experience. e-Journal of New World Sciences Academy, 5(3), 12 -23.
  • Gratacós, G., and López-Jurado, M. (2016). Validación de la versión en español de la escala de los factores que influyen en la elección de los estudios de educación [Validation of the Spanish version of the Factors Influencing Teaching]. (FITchoice). Revista de Educación 372, 87-110.
  • Gülbahar, Y. and Alper, A. (2009). A content analysis of the studies in instructional technologies area. Ankara University Journal of Faculty of Educational Sciences, 42(2), 93-111.
  • Hacıömeroğlu, G. ve Şahin Taşkın, Ç. (2009). Öğretmen adaylarının öğretmenlik mesleğini tercih sebepleri. I. Uluslararası Türkiye Eğitim Araştırmaları Kongresi, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale, 01-03 Mayıs, http://iconte.org/FileUpload/ks59689/File/176..pdf
  • Hoppock, R. (1935). Job Satisfaction. New York: Harper.
  • İncikabı, L., Biber, A. Ç. & Mercimek, O. (2016). A study on the reasons for preference and expectations of prospective elementary mathematics teachers. Adıyaman University Journal of Social Sciences Institute, 8(22), 165-188. doi: /10.14520/adyusbd.67923
  • Kaçar, R. (2018). Social studies teacher candidates' attitudes towards teaching profession and self-efficacy perceptions (Thesis No. 504509) [Master's Thesis, Fırat University]. YÖK National Thesis Center.
  • Kerlinger, F. N., & Lee, H. B. (1999). Foundations of Behavioral Research. Harcourt College Publishers.
  • Kılıç, M.Y. (2022). Öğretmen adaylarının öğretmenlik mesleğini seçme nedenleri, beklentileri ve öğretmenlik programının niteliğinin artırılmasına yönelik görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 56, 35-65. doi:10.9779.pauefd.1031456
  • Krippendorff, K. (2004). Reliability in content analysis: some common misconceptions and recommendations. Human Communication Research, 30 (3), 411-433. https://doi.org/10.1093/ hcr/30.3.411
  • Korkmaz, İ., Saban, A., & Akbaşlı, S. (2004). The difficulties encountered by new classroom teachers. Educational Administration in Theory and Practice, 38, 266-277.
  • Koşar, D. (2018). Examining the views of prospective teachers about their expectations from the profession: A qualitative research. Journal of International Social Research, 11(56), 575-585.
  • Low, E. L., Lim, S. K., Ch'ng, A., & Goh, K. C. (2011). Pre-service teachers' reasons for choosing teaching as a career in Singapore. Asia Pacific Journal of Education, 31(2), 195-210. doi: 10.1080/02188791.2011.567441
  • Mertens, D. M. (2014). Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. Sage.
  • Miles, M. B., & Huberman, A. M. (2021). Analizde ilk adımlar (Çev. A. Ersoy). Nitel veri analizi: Genişletilmiş bir kaynak kitap (Çev. Ed., S. Akbaba-Altun & A. Ersoy, 4. b.) içinde (s. 50-88). Pegem Akademi.
  • Neuman, L. W. (2014). Social Research Methods: Qualitative And Quantitative Approaches (Ed. Seventh). Pearson Education Limited.
  • Razon, N. (1983). Meslek seçimi ve mesleğe yöneltme. Türk Eğitim Dergisi, 1(8), 23- 31.
  • Sarı, M. H., & Altun, Y. (2015). The problems encountered by new classroom teachers. Hacettepe University Journal of Faculty of Education, 30(1), 213-226.
  • Soydan, T. (2019). A policy analysis on the preparation of teaching profession law, oral presentation. VIth International Eurasian Educational Research Congress (EJERCongress 2019), June 19-22, Ankara.
  • Super, D. E. (1980). A life-span, life-space approach to career development. Journal of Vocational Behavior, 16(3), 282-298.
  • Şaban, A. (2003). Demographic characteristics and professional tendencies of classroom teacher candidates. Educational Research, 10, 91-101.
  • Uras, M. & Kunt, M. (2006). Expectations of prospective teachers from teaching profession and their levels of expecting their expectations to be met. Pamukkale University Journal of Faculty of Education, 19(1), 71-83.
  • Watt, H. M., and Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learn. Instr. 18, 408-428. doi: 10.1016/j.learninstruc.2008. 06.002
  • Watt, H. M., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., et al. (2012). Motivations for choosing teaching as a career: an international comparison using the FIT-choice scale. Teach. Teach. Educ. 28, 791-05. doi: 10.1016/j.tate.2012.03.003
  • Yakar, L., & Yelpaze, G. (2019). Attitudes towards teaching profession and teacher self-efficacy perceptions of students enrolled in teacher training programs. Pamukkale University Journal of Faculty of Education, 47(1), 107-129.
  • Yazar, T. (2015). Eğitim ve öğretim ile ilgili temel kavramlar (Ed. T. Y. Yelken ve C. Akay). Öğretim ilke ve yöntemleri içinde (s. 1-24). Anı Yayıncılık.
  • Yıldırım, A. ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (11. baskı). Seçkin Yayıncılık.
  • Yüksel, S. (2004). The effect of non-thesis master's program on students' attitudes towards teaching profession. Journal of Uludağ University Faculty of Education, XVII (2), 355-379.

GÖREVE YENİ BAŞLAYAN ÖĞRETMENLERİN ÖĞRETMENLİK MESLEĞİNİ SEÇME NEDENLERİNİN İNCELENMESİ

Year 2025, Volume: 8 Issue: 2, 205 - 220, 30.04.2025

Başak Babaoğlu Yilmaz Bahadir Gülbahar

https://doi.org/10.59182/tudad.1647425

Abstract

Geleceğin öğretmenlerinin bu kariyer yolunu seçebilmeleri ve bu yolda kalabilmeleri için motivasyon kilit önem taşımaktadır. Bu nedenle öğretmenlerin mesleği seçme nedenlerinin incelenmesi önemlidir. Yeni öğretmenlerin ve öğretmen adaylarının görüşlerini almak, eğitim sisteminin daha iyi bir geleceğe doğru ilerlemesine katkıda bulunabilir. Bu araştırma, göreve yeni başlayan öğretmenlerin öğretmenlik mesleğini seçme nedenleri ile öğretmenliğe başlamadan önceki beklentilerini tespit etmek amacıyla yapılmıştır. Çalışma, nitel araştırma yöntemlerinden fenomenolojik desen kullanılarak yürütülmüştür. Katılımcılar, 2024-2025 Eğitim-Öğretim Yılı’nda Ankara İl Millî Eğitim Müdürlüğüne bağlı farklı okullardan farklı branşlarda toplam 13 öğretmenden oluşmaktadır. Öğretmenlerle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veriler, bir görüşme formuyla toplanmıştır. Görüşme formu, araştırma soruları ve demografik sorulardan oluşmaktadır. Toplanan veriler içerik analizi tekniğiyle çözümlenmiş ve “öğretmenlik mesleğini seçme nedenleri” ve “öğretmenlik mesleğinden beklentiler” olmak üzere iki tema tespit edilmiştir. Öğretmenlik mesleğini seçme nedenlerinin “bireysel nedenler” ve “dışsal nedenler” olduğu saptanmıştır. Öğretmenlik mesleğinden beklentilerin ise “mesleki beklentiler” ve “bireysel beklentiler” olduğu belirlenmiştir. Ulaşılan sonuçlar doğrultusunda çeşitli önerilerde bulunulmuştur.

Keywords

Öğretmenlik öğretmenliği seçme nedenleri öğretmenlik mesleğinden beklentiler nitel çalışma

References

  • Baltacı, Ö. (2010). Examining the relationship between social anxiety, social support and problem solving approaches of university students [Unpublished Master's Thesis], Selçuk University.
  • Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281. doi: 10.1080/02619768.2018.1448784
  • Bogdan, R. C. and Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods. Allyn and Bacon.
  • Bordin, E. S. (1994). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy: Theory, Research, Practice, Training, 16(3), 252-260.
  • Burgueño, R., Sicilia, Á, Medina-Casaubon, J., Alcaraz-Ibañez, M., and Lirola, M. (2017). Academic motivation scale revised. inclusion of integrated regulation to measure motivation in initial teacher education. Anales de Psicología, 33, 670-679. doi: 10.6018/analesps.33.3.249601
  • Çeliköz, N., & Çetin, F. (2004). Factors affecting the attitudes of Anatolian teacher high school students towards teaching profession. Millî Eğitim Dergisi, 32(1), 136-145.
  • Çermik, H., Dogan, B. & Sahin, A. (2010). The reasons for preference of pre-service primary school teachers for teaching profession. Pamukkale University Journal of Faculty of Education, 28(2), 201-212.
  • Çevik, D. B., Perkmen, S., & Alkan, M. (2012). Music teacher candidates' expectations from their profession. Journal of Research in Education and Teaching, 1(1), 41-45.
  • Dağ, E. (2010). The relationship between classroom teacher candidates' attitudes towards the teaching profession and the factors that are effective in their preference for the teaching profession (Thesis No. 263279) [Master's Thesis, Ege University]. YÖK National Thesis Center.
  • Demirel, M., Kozikoğlu, İ., Özkan, İ. (2014). Investigation of university preparatory class students' approaches to learning according to various variables. 9th International Balkan Education and Science Congress. Trakya University.
  • Erdoğan, U. (2012). The relationship between the bureaucratic structures of primary schools and teachers' organizational socialization levels (Malatya province example), [Unpublished Master's Thesis]. İnönü University Institute of Educational Sciences.
  • Ergenekon, Y. (2004). Determination of the occupational problems of newly started teachers of the mentally handicapped and development of solution proposals to overcome these problems. [Published Doctoral Dissertation]. Anadolu University.
  • Eskicumalı, A., Yaman, E., & Yaman, H. (2001). A research on the socio-economic status of the teaching profession and the transformation of this profession into a woman's profession. Sakarya University Faculty of Education Journal, 2, 53-68.
  • Fokkens-Bruinsma, M., and Canrinus, E. T. (2012). The factors influencing teaching (FIT)-Choice Scale in a Dutch teacher education program. Asia Pac. J. Teach. Educ. 40, 249-269. doi: 10.1080/1359866X.2012.700043
  • Fokkens-Bruinsma, M., and Canrinus, E. (2014). Motivation to become a teacher and engagement to the profession.: evidence from different contexts. Int. J. Educ. Res. 65, 65-74. doi: 10.1016/j.ijer.2013.09.012
  • Gömleksiz, N., Ülkü, A.K., Biçer, S., & Yetkiner, A. (2010). Comparison of the difficulties experienced by novice classroom teachers with the perceptions of prospective teachers about the difficulties they may experience. e-Journal of New World Sciences Academy, 5(3), 12 -23.
  • Gratacós, G., and López-Jurado, M. (2016). Validación de la versión en español de la escala de los factores que influyen en la elección de los estudios de educación [Validation of the Spanish version of the Factors Influencing Teaching]. (FITchoice). Revista de Educación 372, 87-110.
  • Gülbahar, Y. and Alper, A. (2009). A content analysis of the studies in instructional technologies area. Ankara University Journal of Faculty of Educational Sciences, 42(2), 93-111.
  • Hacıömeroğlu, G. ve Şahin Taşkın, Ç. (2009). Öğretmen adaylarının öğretmenlik mesleğini tercih sebepleri. I. Uluslararası Türkiye Eğitim Araştırmaları Kongresi, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale, 01-03 Mayıs, http://iconte.org/FileUpload/ks59689/File/176..pdf
  • Hoppock, R. (1935). Job Satisfaction. New York: Harper.
  • İncikabı, L., Biber, A. Ç. & Mercimek, O. (2016). A study on the reasons for preference and expectations of prospective elementary mathematics teachers. Adıyaman University Journal of Social Sciences Institute, 8(22), 165-188. doi: /10.14520/adyusbd.67923
  • Kaçar, R. (2018). Social studies teacher candidates' attitudes towards teaching profession and self-efficacy perceptions (Thesis No. 504509) [Master's Thesis, Fırat University]. YÖK National Thesis Center.
  • Kerlinger, F. N., & Lee, H. B. (1999). Foundations of Behavioral Research. Harcourt College Publishers.
  • Kılıç, M.Y. (2022). Öğretmen adaylarının öğretmenlik mesleğini seçme nedenleri, beklentileri ve öğretmenlik programının niteliğinin artırılmasına yönelik görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 56, 35-65. doi:10.9779.pauefd.1031456
  • Krippendorff, K. (2004). Reliability in content analysis: some common misconceptions and recommendations. Human Communication Research, 30 (3), 411-433. https://doi.org/10.1093/ hcr/30.3.411
  • Korkmaz, İ., Saban, A., & Akbaşlı, S. (2004). The difficulties encountered by new classroom teachers. Educational Administration in Theory and Practice, 38, 266-277.
  • Koşar, D. (2018). Examining the views of prospective teachers about their expectations from the profession: A qualitative research. Journal of International Social Research, 11(56), 575-585.
  • Low, E. L., Lim, S. K., Ch'ng, A., & Goh, K. C. (2011). Pre-service teachers' reasons for choosing teaching as a career in Singapore. Asia Pacific Journal of Education, 31(2), 195-210. doi: 10.1080/02188791.2011.567441
  • Mertens, D. M. (2014). Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. Sage.
  • Miles, M. B., & Huberman, A. M. (2021). Analizde ilk adımlar (Çev. A. Ersoy). Nitel veri analizi: Genişletilmiş bir kaynak kitap (Çev. Ed., S. Akbaba-Altun & A. Ersoy, 4. b.) içinde (s. 50-88). Pegem Akademi.
  • Neuman, L. W. (2014). Social Research Methods: Qualitative And Quantitative Approaches (Ed. Seventh). Pearson Education Limited.
  • Razon, N. (1983). Meslek seçimi ve mesleğe yöneltme. Türk Eğitim Dergisi, 1(8), 23- 31.
  • Sarı, M. H., & Altun, Y. (2015). The problems encountered by new classroom teachers. Hacettepe University Journal of Faculty of Education, 30(1), 213-226.
  • Soydan, T. (2019). A policy analysis on the preparation of teaching profession law, oral presentation. VIth International Eurasian Educational Research Congress (EJERCongress 2019), June 19-22, Ankara.
  • Super, D. E. (1980). A life-span, life-space approach to career development. Journal of Vocational Behavior, 16(3), 282-298.
  • Şaban, A. (2003). Demographic characteristics and professional tendencies of classroom teacher candidates. Educational Research, 10, 91-101.
  • Uras, M. & Kunt, M. (2006). Expectations of prospective teachers from teaching profession and their levels of expecting their expectations to be met. Pamukkale University Journal of Faculty of Education, 19(1), 71-83.
  • Watt, H. M., and Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learn. Instr. 18, 408-428. doi: 10.1016/j.learninstruc.2008. 06.002
  • Watt, H. M., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., et al. (2012). Motivations for choosing teaching as a career: an international comparison using the FIT-choice scale. Teach. Teach. Educ. 28, 791-05. doi: 10.1016/j.tate.2012.03.003
  • Yakar, L., & Yelpaze, G. (2019). Attitudes towards teaching profession and teacher self-efficacy perceptions of students enrolled in teacher training programs. Pamukkale University Journal of Faculty of Education, 47(1), 107-129.
  • Yazar, T. (2015). Eğitim ve öğretim ile ilgili temel kavramlar (Ed. T. Y. Yelken ve C. Akay). Öğretim ilke ve yöntemleri içinde (s. 1-24). Anı Yayıncılık.
  • Yıldırım, A. ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (11. baskı). Seçkin Yayıncılık.
  • Yüksel, S. (2004). The effect of non-thesis master's program on students' attitudes towards teaching profession. Journal of Uludağ University Faculty of Education, XVII (2), 355-379.
There are 43 citations in total.

Details

Primary Language English
Subjects Specialist Studies in Education (Other)
Journal Section Articles
Authors

Başak Babaoğlu Yilmaz 0009-0006-7773-715X

Bahadir Gülbahar 0000-0002-7040-1593

Publication Date April 30, 2025
Submission Date March 3, 2025
Acceptance Date April 20, 2025
Published in Issue Year 2025 Volume: 8 Issue: 2

Cite

APA Babaoğlu Yilmaz, B., & Gülbahar, B. (2025). AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION. Uluslararası Türk Dünyası Araştırmaları Dergisi, 8(2), 205-220. https://doi.org/10.59182/tudad.1647425
AMA Babaoğlu Yilmaz B, Gülbahar B. AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION. TÜDAD. April 2025;8(2):205-220. doi:10.59182/tudad.1647425
Chicago Babaoğlu Yilmaz, Başak, and Bahadir Gülbahar. “AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION”. Uluslararası Türk Dünyası Araştırmaları Dergisi 8, no. 2 (April 2025): 205-20. https://doi.org/10.59182/tudad.1647425.
EndNote Babaoğlu Yilmaz B, Gülbahar B (April 1, 2025) AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION. Uluslararası Türk Dünyası Araştırmaları Dergisi 8 2 205–220.
IEEE B. Babaoğlu Yilmaz and B. Gülbahar, “AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION”, TÜDAD, vol. 8, no. 2, pp. 205–220, 2025, doi: 10.59182/tudad.1647425.
ISNAD Babaoğlu Yilmaz, Başak - Gülbahar, Bahadir. “AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION”. Uluslararası Türk Dünyası Araştırmaları Dergisi 8/2 (April 2025), 205-220. https://doi.org/10.59182/tudad.1647425.
JAMA Babaoğlu Yilmaz B, Gülbahar B. AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION. TÜDAD. 2025;8:205–220.
MLA Babaoğlu Yilmaz, Başak and Bahadir Gülbahar. “AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION”. Uluslararası Türk Dünyası Araştırmaları Dergisi, vol. 8, no. 2, 2025, pp. 205-20, doi:10.59182/tudad.1647425.
Vancouver Babaoğlu Yilmaz B, Gülbahar B. AN INVESTIGATION OF THE REASONS OF NEW TEACHERS FOR CHOOSING THE TEACHING PROFESSION. TÜDAD. 2025;8(2):205-20.
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