Abstract:

Occupational professionalism for teachers can be defined as the transfer of theoretical knowledge into practice. In this context, it is possible to say that although pre-service teachers have theoretical knowledge about the requirements of the occupational profession, various variables are effective in transferring this knowledge to practice. For pre-service teachers, the knowledge obtained through formal or informal relationships in the organization will be important for their competencies in practice. However, it will be easier for pre-service teachers to benefit from the communication established in the implementation process, which is new for pre-service teachers, in terms of occupational professionalism when pre-service teachers are psychologically resilient. The purpose of this study is to investigate the mediating effect of psychological resilience on the effect of pre-service teachers' perceptions of informal relationships on professionalism. The population of the study consists of 199 prospective teachers working in Batman Province. The Informal Relationship Scale, Psychological Resilience Scale, and Occupational Professionalism Scale were used as data collection tools. The data set was analyzed with structural equation modeling. As a result of the research, it was seen that pre-service teachers' perception of informal relationships directly affects occupational professionalism. In addition, it was concluded that psychological resilience partially mediated the effect of pre-service teachers' perceptions of informal relationships on occupational professionalism. Based on the findings of the research, it is suggested that environments should be created in which pre-service teachers can develop informal relationships within or outside the organization that will enable them to develop their occupational professionalism.

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