Relationships Among Preservice Teachers’ Professional Identities, Teacher Self-Efficacy Beliefs and Teaching Motivations

This study examines the relationships among preservice teachers’ (PTs) professional identities, teacher self-efficacy (TSE) beliefs, and teaching motivations. The sample consisted of PTs studying in the 4th grade at Bolu Abant İzzet Baysal University (BAIBU) Faculty of Education in Türkiye during the fall semester of the 2019–2020 academic year. Data were collected using the Early Teacher Identity Measure, the Teacher’s Sense of Efficacy Scale, and the Motivation to Teach Scale. The findings revealed that PTs' professional identity levels were high, their self-efficacy beliefs were quite sufficient, and their motivation to teach was at a moderate-to-high level. Correlation analyses showed a positive, moderate, and significant relationship between professional identity and both TSE beliefs and teaching motivation. Moreover, TSE beliefs were also positively and moderately associated with teaching motivation. These findings suggest that a well-structured teacher education program may contribute to the development of PTs’ professional identities and enhance their confidence in teaching roles. Professional identity, self-efficacy, and teaching motivation are interrelated constructs evolving dynamically during teacher education. Consequently, fostering reflective practices and supportive environments in teacher education programs may enhance PTs’ readiness and enthusiasm for teaching. The findings have both practical and theoretical implications for the design of teacher education curricula, emphasizing the need to integrate identity development, self-efficacy building, and motivational support.