Abstract:

This study was conducted to determine the relationship between the reading habits and speaking self-efficacies of prospective teachers. Correlational survey method, which is one of the qualitative research models, was adopted for the study. A total of 114 prospective teachers attending the first grade of Classroom Teaching and Pre-school Education undergraduate programs of Alanya Alaaddin Keykubat University’s Faculty of Education during 2018-2019 Academic Year’s spring semester formed the target population of the study.  Since the whole of target population was possible to reach, sampling was not applied. “Attitude Scale for Reading Habit” and “Scale for Speaking Self-Efficacy” developed respectively by Gömleksiz (2004) and Katrancı and Melanlıoğlu (2013) were used as data collection tools for the study.  For the analysis of the data, Mann-Whitney U Test, which is one of the non-parametric tests, was used in two groups and Kruskal-Wallis H Test was used in more than two groups. Also, Spearman Correlation test was applied to determine the relationship between the reading habits and self-efficacies of prospective teachers.  It was inferred from the study that the attitudes of prospective teachers through the reading habits and speaking self-efficacies are high. It was found that their attitudes towards the reading habits significantly differ according to their gender and reading frequencies, but not to their branches and library visiting frequencies.  Moreover, it was concluded that the prospective teachers’ speaking self-efficacies do not significantly differ according to their genders, branches, library visiting frequencies, and reading frequencies.  However, it was found out that there is a statistically significant, weak, positive correlation between the reading habits and speaking self-efficacies of prospective teachers. 

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