摘要：The aim of this research is to examine the relationship between pre-service preschool teachers’ self-leadership skills and
motivation to teach.The study group included 186 pre-service preschool teachers who are senior students at Department of
Preschool Education at three universities in Istanbul in spring semester of 2015–2016 school year.‘Self-Leadership Scale’ and
‘Motivation to Teach Scale’ were used as data collection tools.Pearson Product-Moment Correlation, Mann–Whitney U and
Kruskal–Wallis H analysis were conducted for data analysis.Results have shown that there is a significant positive correlation
between pre-service teachers’ Self-Leadership Scale total scores and Motivation to Teach Scale total scores (p < 0.01).It was
also found that Behaviour-Focused strategies and constructive thought strategies of Self-Leadership Scale were in a
significant positive relationship with both Intrinsic and Extrinsic Motivation dimensions of Motivation to Teach Scale.In
addition, students’ mean scores of Self-Leadership Scale significantly differ according to their GPAs on behalf of students with
higher GPA.
