Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.52, sa.237, ss.389-408, 2023 (Scopus)
The aim of the study is to comparatively examine the level of life satisfaction and academic achievement of teacher candidates enrolled in teacher training programs in Kazakhstan and Türkiye, according to gender and country variables. The study was designed in the general survey model. The data were obtained from volunteer participants, a total of 538 teacher candidates, 241 from Kazakhstan and 297 from Türkiye. Information on academic achievement and gender was obtained through survey questions. Life Satisfaction Scale was used to determine teacher candidates’ level of life satisfaction. While the Turkish version of the scale was used in Türkiye, the Russian version was used in Kazakhstan. The internal consistency coefficient calculated for the Kazakhstan application of the Life Satisfaction Scale in the current study is.68, and the internal consistency coefficient calculated for the Türkiye application is.79. Factorial ANOVA and simple linear regression analyzes were performed for data analysis. The life satisfaction level of the teacher candidates participating from Kazakhstan is higher than the life satisfaction level of the teacher candidates participating from Türkiye. There was no significant difference between the levels of life satisfaction of the participants by gender. The academic achievement scores of female teacher candidates in both countries are higher than the academic achievement points of male teacher candidates. In addition, the academic success score of the teacher candidates participating from Kazakhstan was found to be higher than the success scores of the teacher candidates participating from Türkiye. According to the results of this study, academic achievement is a positive and significant predictor of life satisfaction.