Universal Journal of Educational Research Vol. 5(6), pp. 1030 - 1038
DOI: 10.13189/ujer.2017.050616
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Investigating Prospective Teachers' Perceived Problem-solving Abilities in Relation to Gender, Major, Place Lived, and Locus of Control


Mustafa Çakır *
Atatürk Faculty of Education, Marmara University, İstanbul, 34722, Turkey

ABSTRACT

The purpose of this study is to investigate prospective teachers' perceived personal problem-solving competencies in relation to gender, major, 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, 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 stronger internal locus of control than females'. Results show 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.

KEYWORDS
Perceived Problem-solving Skills, Locus of Control, Teacher Education

Cite this paper
Mustafa Çakır . "Investigating Prospective Teachers' Perceived Problem-solving Abilities in Relation to Gender, Major, Place Lived, and Locus of Control." Universal Journal of Educational Research 5.6 (2017) 1030 - 1038. doi: 10.13189/ujer.2017.050616.