Zembat, R.Ciftci, H.A.Duran, A.2024-07-122024-07-1220201305-907610.18844/cjes.v15i1.32482-s2.0-85085005260https://doi.org/10.18844/cjes.v15i1.3248https://hdl.handle.net/20.500.12415/7114The 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. © 2020. United World Center of Research Innovation and Publication. All rights reserved.eninfo:eu-repo/semantics/openAccessMotivationPre-Service TeachersPreschoolSelf-LeadershipArticle1031N/A9515