Assessing Self-Talk and Interest towards Teaching Profession to Harness Self-awareness in Teaching Professional Development

Abstract

Teacher Professional Development (TPD) is one among other best-selected activities to enhance quality education but its implementation, unfortunately, gets the highest conflict. Work schedules and suitable development opportunities are among constraints to face ahead. This research was conducted to scrutinize self-awareness of TPD associated with one’s self-talk and interest towards teaching profession. In other words it is to find out how the two variables affect the awareness of TPD. For that purpose, 80 students of a pre-service teacher program were taken as the respondents. Data were collected using three different instruments such as Self-Talk Scale (STS); interest towards teaching profession, and TPD Cognitive Awareness. Two instruments were adapted from the existing measures and the other one was originally developed for this research. All of them have been tried-out to assure the validity and reliability. The research reveals the following results (1) self-talk of students’ Pre-service Teacher Program is positively correlated with their interest towards teaching profession, (2) the positive correlation of those two does not necessarily prove if self-talk and interest towards teaching profession respectively mediate awareness of TPD.