- Email: [email protected]
The Relationship between Authoritarian Personality and Liking of Children Levels of Teacher Candidates
Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
5th World Conference on Educational Sciences - WCES 2013
The relationship between authoritarian personality and liking of children levels of teacher candidates Adem İci *, Yücel Öksüz Ondokuz Mayıs University, Samsun,Turkey
Abstract The aim of the study is to investigate relationship between authoritarian personality and liking of children levels of teacher candidates. In accordance with this purpose, “Barnett Liking of Children Scale” adapted to Turkish by Duyan and Gelbal (2008) and “Authoritarian Personality Scale” was adapted by Hasta (2002) were used to collect data. The sample is composed of 152 teacher candidates (62 Male, 90 Female) who study in faculty of education at Ondokuz Mayıs University, were selected via random sampling method. The data was collected in the beginning of the fall semester of 2012-2013 academic year. Independent variables of the research was determined as gender. The data was analyzed by using the tests are Pearson Correlation Coefficient and Multivariate Analysis of Variance (MANOVA). The research findings show that there was negative and significant relationship between authoritarian personality and liking of children levels of teacher candidates. In addition, found that there was no significant differences between authoritarian personality and liking of children levels of teacher candidates with respect to gender. © 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center.
Keywords: Liking, liking of children, authoritarian personality 1. Introduction Training of new generations is one of the issues that societies have focused sensitively from past to present. From many years education had been conducted by philosophers and clerics as of secondary duty with main job. It’s strategic importance has been understood and emerged the need of being conducted by people have a specific qualification in time. At this point, training of teachers and students as two basic concepts of education is regarded as an essential component. Especially teacher qualifications have been emphasized. Teacher is not only informant, who is the person interacting with students constantly, being model to the students with his intellectual attitudes, emotional reactions and habits, implementing the training program, managing and evaluating teaching process and students (Yeşilyurt & Semerci, 2012). Therefore the qualities of the teacher may affect quality of these processes. Teacher's personality traits, view of the community and individual towards teaching profession, an individual's tendency to the teaching profession, selection of profession willingly affect teacher's professional success and status in society (Semerci, Demiralp, Koç ve Kerimgil, 2009,38). At this point, can be said that candidates who chose the
$ ! " #
#
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.01.735
3204
Adem İci and Yücel Öksüz / Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
teaching profession consciously, increase qualify of teaching process (Özsoy, Özsoy, Özkara ve Memiş, 2010, 913). . Researches in Turkey about reasons for choosing the teaching profession show that factors like fewness of working hours / length of holiday period, liking of children, job security, the desire to benefit the community, being respected profession, family and environmental impact are important (Çetin, 2012; Boz ve Boz, 2008; Eğitimciler Birliği Sendikası, 2004; Gürbüz ve Sülün, 2004; Eskicumalı, 2002). While examined studies conducted in other countries is seen that “desire to study with children and contribute to the service of society” is one of the most important reasons in choice of profession (Brown, 1992; Freidus, 1992; Toppin and Levine, 1992; Eaker & Ciechalski, 1992; cited; Özsoy vd.,2010). From this perspective, the concept of liking comes to forefront in choosing of the teaching profession. The eight of ten studies made by Ergun, Egezer, Çevik and Özdaş (1999) in United States show that "liking children and to deal with them," is one of the three most important factors in choosing the teaching profession . Moreover sense of liking gains a whole new meaning and unconditional character. In this respect, teaching and its obligations can be considered as a profession focused on liking, due to the characteristics of the address group. Oktay (1991) indicates that all teachers must have the properties like patient, knowledgeable, tolerant and liking his work. According to Holland (1976)'s theory of personality, choice of profession is the expression of personality. Thus personality trait of teacher may affect choice of profession, classroom management and interactive relation with students. In this direction, undemocratic or too flexible teacher profiles may cause negative outcomes in teaching process. The study made by Lewin, Lippit and White (1939) emphasizes at this point. Accordingly, children is divided into three groups in an education camp related paintings, arts and crafts. The first group was managed by leader acts very democratic. In this group, children decided by oneself and collaborate. Leader worked with them and helped when children demanded. In the second group, leader acted authoritarian, gave tasks to the students, showed how to do and rewarded good ones. In third group, leader acted too flexible, gave free rein and didn’t interfere anyways. Children managed by democratic leader had less work than children managed by authoritarian leader. When democratic leader leaved from classroom, productivity of children didn’t decrease much more (from 50% to 46%) and children continued to study willingly. However, when authoritarian leader leaved , productivity of children decreased suddenly (from 70% to 29%) and some of students tended to fight and assaultiveness. Some of students from same group looked like too kind but didn’t study without leader. In third group with flexible leader, children was seen uninterested, pasive and bored. Productivity of children found that 33%. In a similar study, students who managed by democratic leader, developed a positive attitude and success of the group has increased. Success of students managed by authoritarian leader were higher but they had negative attitude towards leader and friends. The released group was found the most ineffective and unsuccessful groups (Başar, 2004). From this point of view, can be said that teacher should neither authoritarian nor too flexible. Students should have right to speak in determining classroom rules, be motivated to work willingly without reward or fear of punishment (Yalçın Durmuş ve Demirtaş, 2009,123). Accordingly, teaching environments should be established where students express themselves clearly and meet with opportunities to emerge individual potential. Such a result emerges depending on personality trait and liking of children of teacher, can be said. At this point, confidence requirement, layout, hierarchical authority and the desire to be dominated by a very narrow understanding of the community's attitude towards children, the teacher may affect the level of authoritarian personality. Authoritarian personality is dominated by confidence requirement, desire of hierarchical authority and order, may affect attitudes of teachers towards children. The study conducted by Adorno, Frenkel-Brunswik, Levinson and Sanford (1950) shows that the authoritarian personality traits are as follows: • Considering important to comply with the community. • Having a personality does not change and dislike changing. • Paying attention to relations with superior and officer. • Being directed to individuals and groups have power. • Appearing traditional and conservative. Showing an interest in sex crime (Baymur, 1990, p. 282). •
Adem İci and Yücel Öksüz / Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
3205
When these features are considered, teachers with authoritarian personality may be insufficient in the face of flexible, multi-dimensional, creative worlds of children, have a trouble and change attitudes towards children. In this sense it is thought that there is a relationship between liking of children and authoritarian personality levels of teacher candidates. 2. Method The research was conducted in relational screening model in which it is aimed to determine the relationship between liking of children and authoritarian personality levels of teacher candidates. The participants of this study comprised of 152 (62 Male, 90 Female) volunteer teacher candidates who study in faculty of education at Ondokuz Mayıs University, were selected via random sampling. The data was collected in the begining of the fall semester of 2012-2013 academic year. Data were collected by Demographic Data Form, Barnett Liking of Children Scale, Authoritarian Personality Scale. Barnett Liking of Children Scale: The scale adapted to Turkish by Duyan and Gelbal (2008), consists of 14 items (4 negative, 10 positive). The higher points received from the scale displays the higher level of liking of children. Alpha coefficient and test-retest reliability of the scale was found that 0.92 and 0.85. Authoritarian Personality Scale: The scale adapted to Turkish by Hasta (2002), consists of 5 items. The higher points received from the scale displays the higher level of authoritarian personality. Alpha coefficients and testretest reliability of the scale was found 0.66 and 0.81. Data was analyzed with SPSS 20 ( Statistical Package for Social Sciences) Software. Pearson Correlation Coefficient and Multivariate Analysis of Variance (MANOVA) were used to analyze data. 3.Findings The results of the correlation between liking of children and authoritarian personality levels of teacher candidates was displayed on the Table 1. Table 1.The correlation between liking of children and authoritarian personality levels of teacher candidates Variables
N
X
SS
K-S
Liking of children
152
83.65
9.35
.093
Authoritarian personality
152
15.44
2.70
.051
r
p
-.250
.002
From the Table 1, it was discovered that there was negative and significant relationship between liking of children and authoritarian personality levels of teacher candidates (r= -.250, p<.05). It can be said that increased in authoritarian personality leads to decrease in liking of children or increased in liking of children leads to decrease in authoritarian personality. The differences between liking of children and authoritarian personality levels of teacher candidates with respect to gender was analyzed through Multivariate Analysis of Variance (MANOVA). In this point, results of the Levene test was found that liking of children F (1-150)=.020, p=.886, authoritarian personality F (1-150)=.723, p=.396. As a result of testing the equality of covariance matrices Box’s M=.834, F (3-1114553.920)= .274, p=.844, was found . These values showed that equality of variance (p> .05), and covariance (p> .05) that provided. In other words groups were homogenous with respect to gender and MANOVA assumptions were provided. From this point of view results about comparing with respect to gender was displayed on the Table 2. Table 2: MANOVA results about comparison levels of liking of children and authoritarian personality according to gender Variables
Gender
N
Liking of children
Male
62
sd
Λ
F
P
Adem İci and Yücel Öksüz / Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
3206
2-149
.995
.353
.703
Authoritarian personality Female
90
According to the Table 2 there was no significant differences between liking of children and authoritarian personality levels of teacher candidates with respect to gender, Wilks Lambda (Λ)=.995, F (2-149)= .353, p>.05. 4. Discussion Purpose of the study is to investigate liking of children and authoritarian personality levels of teacher candidates. Obtained findings show that there is significant and negative relationships between liking of children and authoritarian personality levels of teacher candidates. Accordingly, increased in liking of children leads to decrease in authoritarian personality levels of teacher candidates or increased in authoritarian personality leads to decrease in liking of children. A similar finding have been identified in the study by Dilekmen (2001). Research results show that although classroom teachers exhibit less positive behaviors such as liking, supporting, exhibit more negative behaviors such as physical punishment, control through fear and ribbing. Similarly, the study made by Kazu (2002) shows that while teachers object the idea “should be demonstrated flexibility in the implementation of classroom rules” and support the idea “discipline is a whole of rules and shouldn’t be compromised”. Accordingly, features like desire of hierarchical authority, disliking changes of teachers with authoritarian personality can make difficult teachers to understand without rules and hierarchy. Therefore teacher may conflict with children, who want children to comply with rules. In addition, such a feature “being directed to individuals and groups have power”, may lead teacher to regard as children weakly. However, teachers shouldn’t demand children to behave like adults, should observe and accept as is children (Mallory, 1989). Teachers can be gratified in professional life when realized the life of children . Therefore, possible to say that probability of liking increase when gratified. So level of liking of children may increase (Duyan & Gelbal,2010). The study examined the metaphors related with concept of “student” of teacher candidates by Saban (2009) shows that popular metaphors like “student as a developing alive”, “student as a raw material” and “student as an empty mind” emphasize the authoritarian personality. In the same study, a few teachers had metaphors like “students as a constructive of own knowledge” and “students as a social participant” emphasize liking of children. Similarly, the study made by Nalçacı ve Bektaş (2012) shows that although some of teachers have metaphors like funny, development, most of them have negative metaphors like authority, race, formative and some of related with concept of “school”. In this respect, teachers' perceptions towards school may reflect personality traits and perspectives towards children. Therefore, can be said that mentioned studies support the research result. Another obtained finding show that there was no significant differences between liking of children and authoritarian personality levels of teacher candidates with respect to gender. In relation to this, gender can be regarded as a variable doesn’t affect liking of children and authoritarian personality levels of teacher candidates. Indeed, this finding is consistent with the findings of the study examining the children's liking levels of primary school teachers, by Duyan and Gelbal (2010). 5. Conclusion and suggestions Research results show that there was significant and negative relationship between liking of children and authoritarian personality levels of teacher candidates. However, it was found that there was no significant differences between liking of children and authoritarian personality levels of teacher candidates with respect to gender. Research results show that increased in liking of children leads to decrease in authoritarian personality or increased in authoritarian personality leads to decrease in liking of children. Accordingly, it can be said that personality traits may affect attitudes towards children and liking of children may soften stern personality traits. In addition, some variables like liking of children, authoritarian personality may affect success and attitudes towards teaching profession. In other words, these variables may structure the profile of teacher in teaching profession. Therefore, it has been thought that such a research is important in terms of contributing to teacher training. In further
Adem İci and Yücel Öksüz / Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
3207
researches, aliveness of teacher candidates towards requirements of children can be investigated. It can be said that this kind of researches may make familiar to each other teacher and student. Thus, teaching process may emerge in which two basic dimension like teacher and student gratified. 6. References Adorno, T. W.; Frenkel-Brunswik, E., Levinson, D. J.; & Sanford, R. N. (1950). The Authoritarian Personality. American Psychological Association Psycnet. Başar, H. (2004). Classroom management. Ankara: Anı Yayıncılık Baymur, F. (1990), Genel psikoloji. İstanbul: İnkılap Kitabevi. Boz, N. & Boz, Y. (2008). A Qualitative Case Study of Prospective Chemistry Teachers’ Knowledge About Instructional Strategies: Introducing Particulate Theory. Journal of Science Teacher Education. 19 (2), 135-156. Brown, M.M. (1992). Caribbean first-year teachers’ reasons for choosing teaching as a career. Journal Of Education For Teaching, 2, 185–195 Çetin, B.(2012). Analysis of elementary school pre-service teachers for several variables. Elementary Education Online.11,(3).596-616. Dilekmen, M.(2001). İlköğretim sınıf öğretmenlerinin sınıf içi davranışları, Çağdaş Eğitim Dergisi.276, 31-76. Duyan, V. & Gelbal, S. (2008). Barnett çocuk sevme ölçeği’ni türkçeye uyarlama çalışması. Eğitim ve Bilim Dergisi, 33,40-48. Duyan, V. & Gelbal, S. (2010). Examination of variables affecting primary school teachers’ state of liking of children. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi.38, 127-137 Eğitimciler Birliği Sendikası (2004). Öğretmen sorunları araştırması. Ankara: Uyum Ajansı. Ergün, M., Egezer B., Çevik, İ. & Özdaş, A. (1999). Öğretmenlik mesleğine giriş. Ankara: Ocak Yayınları Eskicumalı, A.(2002). Eğitim, Öğretim ve Öğretmenlik Mesleği. Ö.Y (Ed.), Öğretmenlik mesleğine giriş. Ankara: Pegema Yayıncılık Freidus, H. (1992). Men In A Woman’s World: A Study Of Male Second Career Teachers In Elementary Schools. The Annual Meeting of The American Educational Research Association’da Sunulmuş Bildiri, San Francisco, CA, U.S Gürbüz, H. & Sülün, A. (2004). Türkiye’de Biyoloji Öğretmenleri Ve Biyoloji Öğretmen Adaylarının Nitelikleri. Milli Eğitim Dergisi, 161. Hasta, D. (2002). Yetkeci Kişilik ve Bilişsel Karmaşıklık Düzeyi ile Siyasal İdeoloji Arasındaki İlişki.(Published Doctorate Thesis). Ankara Üniversitesi/Sosyal Bilimler Enstitüsü, Ankara. Holland, J. (1976). "Making vocational choices: A theory of careers", Englewood Cliffs, M. J. Prentice- Hall. Kazu, H. (2002). İlköğretim Sınıf Öğretmenlerinin Sınıf Kurallarına İlişkin Görüşleri ve Uygulamaları, Eğitim Araştırmaları,9, 79-85. Lewin, K. Lippitt, R. &. White, R. K.(1939). Patterns of Aggressive Behavior in Experimentally Created “Social Climates”. The Journal of Social Psychology. Mallory, T. (1989). Montessori ve Çocuğunuz, Ana-Baba El Kitabı, (Translated: F. Gülten ve C. Gülten), Ankara, Nalçacı, A. & Bektaş, F. (2012). Teacher candidates’ perceptions regarding the concept of school. Journal of Kirsehir Education Faculty.13(1). Oktay, A. (1991).Öğretmenlik Mesleği ve Öğretmenin Nitelikleri. M.Ü. Atatürk Eğitim Fakültesi Dergisi, 3, 187193 Özsoy,G., Özsoy, S., Özkara Y.ve Memiş, A. D. (2010). Factors affecting pre-service teachers’ choice of teaching as a profession, Elementary Education Online, 9(3), 910-921. Saban, A. (2009). Öğretmen adaylarının öğrenci kavramına ilişkin sahip oldukları zihinsel imgeler. Türk Eğitim Bilimleri Dergisi, 7 (2), 281–326. Semerci, N., D. Demiralp, S. Koç and S. Kerimgil, (2009).Teaching according to class teachers who start working in the past (1942) and present (2003). Celal Bayar University Journal of Social Sci, 33, 37-60. Toppin, R., ve Levine, L. (1992). “Stronger in their Presence.” Being and becoming a teacher of color. The Annual Meeting of the American Educational Research Association, San Francisco, CA, U.S Yalçın- Durmuş, G.& Demirtaş ,H. (2009).Teachers’ and Students’ Vıews About The Hıgh School Teachers’ Democratic Classroom Management Behaviors. Ondokuz Mayıs University Journal of Education.29. Yeşilyurt, E. & Semerci, Ç. (2012).The problems that teacher candidates encounter during teaching practice curriculum and solutions offered. International Journal of Human Sciences.9(2).
ScienceDirect Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
5th World Conference on Educational Sciences - WCES 2013
The relationship between authoritarian personality and liking of children levels of teacher candidates Adem İci *, Yücel Öksüz Ondokuz Mayıs University, Samsun,Turkey
Abstract The aim of the study is to investigate relationship between authoritarian personality and liking of children levels of teacher candidates. In accordance with this purpose, “Barnett Liking of Children Scale” adapted to Turkish by Duyan and Gelbal (2008) and “Authoritarian Personality Scale” was adapted by Hasta (2002) were used to collect data. The sample is composed of 152 teacher candidates (62 Male, 90 Female) who study in faculty of education at Ondokuz Mayıs University, were selected via random sampling method. The data was collected in the beginning of the fall semester of 2012-2013 academic year. Independent variables of the research was determined as gender. The data was analyzed by using the tests are Pearson Correlation Coefficient and Multivariate Analysis of Variance (MANOVA). The research findings show that there was negative and significant relationship between authoritarian personality and liking of children levels of teacher candidates. In addition, found that there was no significant differences between authoritarian personality and liking of children levels of teacher candidates with respect to gender. © 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center.
Keywords: Liking, liking of children, authoritarian personality 1. Introduction Training of new generations is one of the issues that societies have focused sensitively from past to present. From many years education had been conducted by philosophers and clerics as of secondary duty with main job. It’s strategic importance has been understood and emerged the need of being conducted by people have a specific qualification in time. At this point, training of teachers and students as two basic concepts of education is regarded as an essential component. Especially teacher qualifications have been emphasized. Teacher is not only informant, who is the person interacting with students constantly, being model to the students with his intellectual attitudes, emotional reactions and habits, implementing the training program, managing and evaluating teaching process and students (Yeşilyurt & Semerci, 2012). Therefore the qualities of the teacher may affect quality of these processes. Teacher's personality traits, view of the community and individual towards teaching profession, an individual's tendency to the teaching profession, selection of profession willingly affect teacher's professional success and status in society (Semerci, Demiralp, Koç ve Kerimgil, 2009,38). At this point, can be said that candidates who chose the
$ ! " #
#
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.01.735
3204
Adem İci and Yücel Öksüz / Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
teaching profession consciously, increase qualify of teaching process (Özsoy, Özsoy, Özkara ve Memiş, 2010, 913). . Researches in Turkey about reasons for choosing the teaching profession show that factors like fewness of working hours / length of holiday period, liking of children, job security, the desire to benefit the community, being respected profession, family and environmental impact are important (Çetin, 2012; Boz ve Boz, 2008; Eğitimciler Birliği Sendikası, 2004; Gürbüz ve Sülün, 2004; Eskicumalı, 2002). While examined studies conducted in other countries is seen that “desire to study with children and contribute to the service of society” is one of the most important reasons in choice of profession (Brown, 1992; Freidus, 1992; Toppin and Levine, 1992; Eaker & Ciechalski, 1992; cited; Özsoy vd.,2010). From this perspective, the concept of liking comes to forefront in choosing of the teaching profession. The eight of ten studies made by Ergun, Egezer, Çevik and Özdaş (1999) in United States show that "liking children and to deal with them," is one of the three most important factors in choosing the teaching profession . Moreover sense of liking gains a whole new meaning and unconditional character. In this respect, teaching and its obligations can be considered as a profession focused on liking, due to the characteristics of the address group. Oktay (1991) indicates that all teachers must have the properties like patient, knowledgeable, tolerant and liking his work. According to Holland (1976)'s theory of personality, choice of profession is the expression of personality. Thus personality trait of teacher may affect choice of profession, classroom management and interactive relation with students. In this direction, undemocratic or too flexible teacher profiles may cause negative outcomes in teaching process. The study made by Lewin, Lippit and White (1939) emphasizes at this point. Accordingly, children is divided into three groups in an education camp related paintings, arts and crafts. The first group was managed by leader acts very democratic. In this group, children decided by oneself and collaborate. Leader worked with them and helped when children demanded. In the second group, leader acted authoritarian, gave tasks to the students, showed how to do and rewarded good ones. In third group, leader acted too flexible, gave free rein and didn’t interfere anyways. Children managed by democratic leader had less work than children managed by authoritarian leader. When democratic leader leaved from classroom, productivity of children didn’t decrease much more (from 50% to 46%) and children continued to study willingly. However, when authoritarian leader leaved , productivity of children decreased suddenly (from 70% to 29%) and some of students tended to fight and assaultiveness. Some of students from same group looked like too kind but didn’t study without leader. In third group with flexible leader, children was seen uninterested, pasive and bored. Productivity of children found that 33%. In a similar study, students who managed by democratic leader, developed a positive attitude and success of the group has increased. Success of students managed by authoritarian leader were higher but they had negative attitude towards leader and friends. The released group was found the most ineffective and unsuccessful groups (Başar, 2004). From this point of view, can be said that teacher should neither authoritarian nor too flexible. Students should have right to speak in determining classroom rules, be motivated to work willingly without reward or fear of punishment (Yalçın Durmuş ve Demirtaş, 2009,123). Accordingly, teaching environments should be established where students express themselves clearly and meet with opportunities to emerge individual potential. Such a result emerges depending on personality trait and liking of children of teacher, can be said. At this point, confidence requirement, layout, hierarchical authority and the desire to be dominated by a very narrow understanding of the community's attitude towards children, the teacher may affect the level of authoritarian personality. Authoritarian personality is dominated by confidence requirement, desire of hierarchical authority and order, may affect attitudes of teachers towards children. The study conducted by Adorno, Frenkel-Brunswik, Levinson and Sanford (1950) shows that the authoritarian personality traits are as follows: • Considering important to comply with the community. • Having a personality does not change and dislike changing. • Paying attention to relations with superior and officer. • Being directed to individuals and groups have power. • Appearing traditional and conservative. Showing an interest in sex crime (Baymur, 1990, p. 282). •
Adem İci and Yücel Öksüz / Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
3205
When these features are considered, teachers with authoritarian personality may be insufficient in the face of flexible, multi-dimensional, creative worlds of children, have a trouble and change attitudes towards children. In this sense it is thought that there is a relationship between liking of children and authoritarian personality levels of teacher candidates. 2. Method The research was conducted in relational screening model in which it is aimed to determine the relationship between liking of children and authoritarian personality levels of teacher candidates. The participants of this study comprised of 152 (62 Male, 90 Female) volunteer teacher candidates who study in faculty of education at Ondokuz Mayıs University, were selected via random sampling. The data was collected in the begining of the fall semester of 2012-2013 academic year. Data were collected by Demographic Data Form, Barnett Liking of Children Scale, Authoritarian Personality Scale. Barnett Liking of Children Scale: The scale adapted to Turkish by Duyan and Gelbal (2008), consists of 14 items (4 negative, 10 positive). The higher points received from the scale displays the higher level of liking of children. Alpha coefficient and test-retest reliability of the scale was found that 0.92 and 0.85. Authoritarian Personality Scale: The scale adapted to Turkish by Hasta (2002), consists of 5 items. The higher points received from the scale displays the higher level of authoritarian personality. Alpha coefficients and testretest reliability of the scale was found 0.66 and 0.81. Data was analyzed with SPSS 20 ( Statistical Package for Social Sciences) Software. Pearson Correlation Coefficient and Multivariate Analysis of Variance (MANOVA) were used to analyze data. 3.Findings The results of the correlation between liking of children and authoritarian personality levels of teacher candidates was displayed on the Table 1. Table 1.The correlation between liking of children and authoritarian personality levels of teacher candidates Variables
N
X
SS
K-S
Liking of children
152
83.65
9.35
.093
Authoritarian personality
152
15.44
2.70
.051
r
p
-.250
.002
From the Table 1, it was discovered that there was negative and significant relationship between liking of children and authoritarian personality levels of teacher candidates (r= -.250, p<.05). It can be said that increased in authoritarian personality leads to decrease in liking of children or increased in liking of children leads to decrease in authoritarian personality. The differences between liking of children and authoritarian personality levels of teacher candidates with respect to gender was analyzed through Multivariate Analysis of Variance (MANOVA). In this point, results of the Levene test was found that liking of children F (1-150)=.020, p=.886, authoritarian personality F (1-150)=.723, p=.396. As a result of testing the equality of covariance matrices Box’s M=.834, F (3-1114553.920)= .274, p=.844, was found . These values showed that equality of variance (p> .05), and covariance (p> .05) that provided. In other words groups were homogenous with respect to gender and MANOVA assumptions were provided. From this point of view results about comparing with respect to gender was displayed on the Table 2. Table 2: MANOVA results about comparison levels of liking of children and authoritarian personality according to gender Variables
Gender
N
Liking of children
Male
62
sd
Λ
F
P
Adem İci and Yücel Öksüz / Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
3206
2-149
.995
.353
.703
Authoritarian personality Female
90
According to the Table 2 there was no significant differences between liking of children and authoritarian personality levels of teacher candidates with respect to gender, Wilks Lambda (Λ)=.995, F (2-149)= .353, p>.05. 4. Discussion Purpose of the study is to investigate liking of children and authoritarian personality levels of teacher candidates. Obtained findings show that there is significant and negative relationships between liking of children and authoritarian personality levels of teacher candidates. Accordingly, increased in liking of children leads to decrease in authoritarian personality levels of teacher candidates or increased in authoritarian personality leads to decrease in liking of children. A similar finding have been identified in the study by Dilekmen (2001). Research results show that although classroom teachers exhibit less positive behaviors such as liking, supporting, exhibit more negative behaviors such as physical punishment, control through fear and ribbing. Similarly, the study made by Kazu (2002) shows that while teachers object the idea “should be demonstrated flexibility in the implementation of classroom rules” and support the idea “discipline is a whole of rules and shouldn’t be compromised”. Accordingly, features like desire of hierarchical authority, disliking changes of teachers with authoritarian personality can make difficult teachers to understand without rules and hierarchy. Therefore teacher may conflict with children, who want children to comply with rules. In addition, such a feature “being directed to individuals and groups have power”, may lead teacher to regard as children weakly. However, teachers shouldn’t demand children to behave like adults, should observe and accept as is children (Mallory, 1989). Teachers can be gratified in professional life when realized the life of children . Therefore, possible to say that probability of liking increase when gratified. So level of liking of children may increase (Duyan & Gelbal,2010). The study examined the metaphors related with concept of “student” of teacher candidates by Saban (2009) shows that popular metaphors like “student as a developing alive”, “student as a raw material” and “student as an empty mind” emphasize the authoritarian personality. In the same study, a few teachers had metaphors like “students as a constructive of own knowledge” and “students as a social participant” emphasize liking of children. Similarly, the study made by Nalçacı ve Bektaş (2012) shows that although some of teachers have metaphors like funny, development, most of them have negative metaphors like authority, race, formative and some of related with concept of “school”. In this respect, teachers' perceptions towards school may reflect personality traits and perspectives towards children. Therefore, can be said that mentioned studies support the research result. Another obtained finding show that there was no significant differences between liking of children and authoritarian personality levels of teacher candidates with respect to gender. In relation to this, gender can be regarded as a variable doesn’t affect liking of children and authoritarian personality levels of teacher candidates. Indeed, this finding is consistent with the findings of the study examining the children's liking levels of primary school teachers, by Duyan and Gelbal (2010). 5. Conclusion and suggestions Research results show that there was significant and negative relationship between liking of children and authoritarian personality levels of teacher candidates. However, it was found that there was no significant differences between liking of children and authoritarian personality levels of teacher candidates with respect to gender. Research results show that increased in liking of children leads to decrease in authoritarian personality or increased in authoritarian personality leads to decrease in liking of children. Accordingly, it can be said that personality traits may affect attitudes towards children and liking of children may soften stern personality traits. In addition, some variables like liking of children, authoritarian personality may affect success and attitudes towards teaching profession. In other words, these variables may structure the profile of teacher in teaching profession. Therefore, it has been thought that such a research is important in terms of contributing to teacher training. In further
Adem İci and Yücel Öksüz / Procedia - Social and Behavioral Sciences 116 (2014) 3203 – 3207
3207
researches, aliveness of teacher candidates towards requirements of children can be investigated. It can be said that this kind of researches may make familiar to each other teacher and student. Thus, teaching process may emerge in which two basic dimension like teacher and student gratified. 6. References Adorno, T. W.; Frenkel-Brunswik, E., Levinson, D. J.; & Sanford, R. N. (1950). The Authoritarian Personality. American Psychological Association Psycnet. Başar, H. (2004). Classroom management. Ankara: Anı Yayıncılık Baymur, F. (1990), Genel psikoloji. İstanbul: İnkılap Kitabevi. Boz, N. & Boz, Y. (2008). A Qualitative Case Study of Prospective Chemistry Teachers’ Knowledge About Instructional Strategies: Introducing Particulate Theory. Journal of Science Teacher Education. 19 (2), 135-156. Brown, M.M. (1992). Caribbean first-year teachers’ reasons for choosing teaching as a career. Journal Of Education For Teaching, 2, 185–195 Çetin, B.(2012). Analysis of elementary school pre-service teachers for several variables. Elementary Education Online.11,(3).596-616. Dilekmen, M.(2001). İlköğretim sınıf öğretmenlerinin sınıf içi davranışları, Çağdaş Eğitim Dergisi.276, 31-76. Duyan, V. & Gelbal, S. (2008). Barnett çocuk sevme ölçeği’ni türkçeye uyarlama çalışması. Eğitim ve Bilim Dergisi, 33,40-48. Duyan, V. & Gelbal, S. (2010). Examination of variables affecting primary school teachers’ state of liking of children. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi.38, 127-137 Eğitimciler Birliği Sendikası (2004). Öğretmen sorunları araştırması. Ankara: Uyum Ajansı. Ergün, M., Egezer B., Çevik, İ. & Özdaş, A. (1999). Öğretmenlik mesleğine giriş. Ankara: Ocak Yayınları Eskicumalı, A.(2002). Eğitim, Öğretim ve Öğretmenlik Mesleği. Ö.Y (Ed.), Öğretmenlik mesleğine giriş. Ankara: Pegema Yayıncılık Freidus, H. (1992). Men In A Woman’s World: A Study Of Male Second Career Teachers In Elementary Schools. The Annual Meeting of The American Educational Research Association’da Sunulmuş Bildiri, San Francisco, CA, U.S Gürbüz, H. & Sülün, A. (2004). Türkiye’de Biyoloji Öğretmenleri Ve Biyoloji Öğretmen Adaylarının Nitelikleri. Milli Eğitim Dergisi, 161. Hasta, D. (2002). Yetkeci Kişilik ve Bilişsel Karmaşıklık Düzeyi ile Siyasal İdeoloji Arasındaki İlişki.(Published Doctorate Thesis). Ankara Üniversitesi/Sosyal Bilimler Enstitüsü, Ankara. Holland, J. (1976). "Making vocational choices: A theory of careers", Englewood Cliffs, M. J. Prentice- Hall. Kazu, H. (2002). İlköğretim Sınıf Öğretmenlerinin Sınıf Kurallarına İlişkin Görüşleri ve Uygulamaları, Eğitim Araştırmaları,9, 79-85. Lewin, K. Lippitt, R. &. White, R. K.(1939). Patterns of Aggressive Behavior in Experimentally Created “Social Climates”. The Journal of Social Psychology. Mallory, T. (1989). Montessori ve Çocuğunuz, Ana-Baba El Kitabı, (Translated: F. Gülten ve C. Gülten), Ankara, Nalçacı, A. & Bektaş, F. (2012). Teacher candidates’ perceptions regarding the concept of school. Journal of Kirsehir Education Faculty.13(1). Oktay, A. (1991).Öğretmenlik Mesleği ve Öğretmenin Nitelikleri. M.Ü. Atatürk Eğitim Fakültesi Dergisi, 3, 187193 Özsoy,G., Özsoy, S., Özkara Y.ve Memiş, A. D. (2010). Factors affecting pre-service teachers’ choice of teaching as a profession, Elementary Education Online, 9(3), 910-921. Saban, A. (2009). Öğretmen adaylarının öğrenci kavramına ilişkin sahip oldukları zihinsel imgeler. Türk Eğitim Bilimleri Dergisi, 7 (2), 281–326. Semerci, N., D. Demiralp, S. Koç and S. Kerimgil, (2009).Teaching according to class teachers who start working in the past (1942) and present (2003). Celal Bayar University Journal of Social Sci, 33, 37-60. Toppin, R., ve Levine, L. (1992). “Stronger in their Presence.” Being and becoming a teacher of color. The Annual Meeting of the American Educational Research Association, San Francisco, CA, U.S Yalçın- Durmuş, G.& Demirtaş ,H. (2009).Teachers’ and Students’ Vıews About The Hıgh School Teachers’ Democratic Classroom Management Behaviors. Ondokuz Mayıs University Journal of Education.29. Yeşilyurt, E. & Semerci, Ç. (2012).The problems that teacher candidates encounter during teaching practice curriculum and solutions offered. International Journal of Human Sciences.9(2).