The relationship between prospective teachers’ digital literacy skills, attitude towards the teaching profession and academic motivations

Abstract

Within a process, which is intricate and multifaceted, such as teacher training it is crucial that preservice teachers are well informed and have high academic motivations as well as cultivating positive attitudes towards their profession. The purpose of this study is to determine the relationship among undergraduate students' academic motivations, their attitudes toward the teaching profession, and their digital literacy abilities. A quantitative correlational research design was employed. 493 teacher candidates participated in the study. Convenient sampling approach, one of the non-random sampling techniques, was utilized while choosing the sample group. The results of the data analysis revealed a favorable correlation among teacher candidates' attitudes toward the teaching profession, their academic motivation, and their levels of digital literacy. Taking precautions to assist teacher candidates' academic motivation, their levels of digital literacy, and their attitudes toward teaching is advised.