Investigating Prospective Teachers’ Perceived Problem-solving Abilities in Relation to Gender, Major, Place Lived, and Locus of Control


Creative Commons License

Çakır M.

Universal Journal of Educational Research, vol.5, no.6, pp.1030-1038, 2017 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 5 Issue: 6
  • Publication Date: 2017
  • Doi Number: 10.13189/ujer.2017.050616
  • Title of Journal : Universal Journal of Educational Research
  • Page Numbers: pp.1030-1038

Abstract

The purpose of this study is to investigate prospective teachers’ perceived personal problem-solving competencies in relation to gender, major, the place lived, and internal-external locus of control. The Personal Problem-Solving Inventory and Rotter’s Internal-External Locus of Control Scale were used to collect data from freshman teacher candidates (N = 476). Data analysis procedures included descriptive statistics, an independent group t-test, ANOVA, correlational analysis, and hierarchical regression analyses. Findings suggest a significant positive correlation between perceived problem-solving skills and locus of control, the place lived, gender, and two subcategories of major. Female participants’ problem-solving ability was found to be higher than male participants’; however, male participants’ scores indicated a stronger internal locus of control than females’. Results show that place lived, gender, locus of control, and two categories of major are significant predictors of perceived problem-solving ability (R2 = .125; P < .001). Implications for teacher education are discussed.