Abstract:

The purpose of this study is to examine the relation between psychological well-being and values in teacher candidates. The study is based on descriptive method. The sample of this study consists of 260 teacher candidates attending Dokuz Eylül University, Buca Faculty of Education during 2011-2012 academic years. Among the participants, 72.3% were female (n=188) and 27.7% were male (n=72). Of the participants 128 (49,3%) were freshmen, 114 (43,8%) were sophomore, and 18 (6,9%) were juniors. The data was collected by means of the Psychological Well-being Scale, the Portre Values Scale, and a personal information scale developed by the researchers. In the analyses, both the Multiple Linear Regression and Pearson Product-Moment Correlations Coefficients techniques were used. These statistical analyses of the research were performed with the help of SPSS 16 software. The results of this study showed that there is a meaningful relationship between psychological well-being and the values of achievement, hedonism, self-direction, universalism, benevolence, conformity and security; however no relationship was found between psychological well-being and power, stimulation, and tradition values. The Multiple Linear Regression analysis showed that power, achievement, hedonism, stimulation, self-direction, universalism, benevolence, conformity, and security values explain 20% of psychological well-being. It is also found that hedonism and universalism values predict psychological well-being. When values are examined in a dimensional context it can be said that openness to change, self-enhancement, self-transcendence, and conservation dimensions explain 16% of psychological well-being. Statistical analyses showed that self-transcendence dimension is a meaningful predictor of psychological well-being. To sum up, it can be said that having some values increases psychological well-being of teacher candidates.

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