The Relationship Between Prospective Teachers’ Academic Procrastination Behavior And Their Attitude Towards Teaching As A Profession

The purpose of this study is to investigate whether or not there would be a significant relationship between prospective teachers’ academic procrastination behavior and attitudes toward teaching as a profession and whether or not it varies in terms of some variables. The sample group in this research is comprised of 722 prospective teachers who are studying in Amasya University Faculty of Education. “Academic Procrastination Scale” and “Scale of Attitude toward Teaching Profession” was used as a means of data collection tool in this research. According to the results of this research, a significant negative relation was found between academic procrastination behavior and attitudes toward teaching as a profession. Whereas academic procrastination tendency of prospective teachers shows a significant difference according to the type of high school graduated from, attitudes toward teaching as a profession varies depending on the type of high school graduated from and number of people makes teaching as a profession in family. It is also found that academic procrastination and attitudes toward teaching as a profession is differed according to the gender variable. It is suggested that the organization of group studies such as effective time management, and planned study for the acquisition of social skills would be useful to decrease the tendency of academic procrastination in prospective teachers’ behaviors and accordingly, to increase their positive attitude toward teaching as a profession.