Motivations for choosing teaching as a career: teacher trainees’ perspective from a Myanmar context DOI
Ling Kee Htang

Journal of Education for Teaching International Research and Pedagogy, Journal Year: 2019, Volume and Issue: 45(5), P. 511 - 524

Published: Oct. 3, 2019

This study explored the teaching motivations of 306 B.Ed. first-year teacher trainees who chose as their career. Analysing data Likert questionnaires showed that altruistic factors were rated more important than extrinsic and intrinsic regardless gender. Interestingly, MANOVA results indicated females extrinsically motivated to be a classroom males. The trainees' responses open-ended questions socio-economic background cultural religious beliefs other them choose profession. According ANOVA results, there significant differences in between had intention work before attending institution those did not. Significant also found among three groups terms satisfaction with career choice. However, no residency.

Language: Английский

Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice DOI Open Access
Ulrika Bergmark,

Stefan Lundström,

Lena Manderstedt

et al.

European Journal of Teacher Education, Journal Year: 2018, Volume and Issue: 41(3), P. 266 - 281

Published: March 7, 2018

The aim of the study is to discursively identify student teachers' perceptions teaching profession early in their education and motives for this career choice. Students wrote a letter sharing thoughts on why they want become teacher, how regard if someone inspired them empirical data consists 259 texts from three Swedish teacher programmes. employed qualitative method denoting different categorizations compared previous studies, emphasising idea multiple choice link evolving pedagogical identity. Major differences can be distinguished among programmes, main shifting incipient pedagogic identities. results indicate value organising programmes drawing motives, which expected contribute positively completion retention future profession.

Language: Английский

Citations

146
Why people choose teaching: A scoping review of empirical studies, 2007–2016 DOI
Leanne Fray, Jennifer Gore

Teaching and Teacher Education, Journal Year: 2018, Volume and Issue: 75, P. 153 - 163

Published: June 22, 2018

Language: Английский

Citations

141
Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession DOI
Sandra Chang‐Kredl,

Sarah Kingsley

Teaching and Teacher Education, Journal Year: 2014, Volume and Issue: 43, P. 27 - 36

Published: June 19, 2014

Language: Английский

Citations

108
Choosing Teaching Profession as a Career: Students’ Reasons DOI
Aydın Balyer, Kenan Özcan

International Education Studies, Journal Year: 2014, Volume and Issue: 7(5)

Published: April 29, 2014

The success of educational change inevitably depends on the quality and performance teachers. Therefore, importance employing high teachers is crucial for systems. Choosing talented committed brains to teaching career making it an attractive profession. It considered that there are some reasons why student choose as a career. Many studies reveal while students this profession with altruistic-intrinsic extrinsic reasons, others under influence others. This study aims determine what was carried out quantitively 1410 participated in research. Results revealed chose mostly reasons. In respect, female from poor crowded families male counterparts

Language: Английский

Citations

105
Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers DOI
Tomas Jungert,

Fredrik Alm,

Robert Thornberg

et al.

Journal of Education for Teaching International Research and Pedagogy, Journal Year: 2014, Volume and Issue: 40(2), P. 173 - 185

Published: Jan. 13, 2014

AbstractDifficulties in attracting student teachers have resulted research focusing on teachers' motives for studying to join the profession. Because previous findings are mixed, first aim of this study was explore students become teachers. A second relationship between and their academic engagement dropout rates at end studies. sample 333 a Swedish university completed questionnaire measuring becoming teacher engagement. The best model confirmatory factor analyses defined three motivational factors as altruistic, intrinsic extrinsic motives. path analysis showed negative significant altruistic motive dropout, mediated by engagement, whereas relationships were not significant.Keywords: job motivesstudent teachersacademic engagementdropoutView correction statement:Erratum NotesThis article originally published with errors. This version has been corrected. Please see Erratum 10.1080/02607476.2014.890829

Language: Английский

Citations

104
Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation DOI Open Access
Di Wang, Lawrence Jun Zhang

Sustainability, Journal Year: 2021, Volume and Issue: 13(5), P. 2698 - 2698

Published: March 3, 2021

With the rapid increase in number of students learning Chinese as a second or foreign language (CSL/CFL), there is great demand for teachers. Although many teacher preparation programmes have been established, only few graduates from these enter profession teaching. This has caused instability teaching team and threatened sustainability education. To explore reasons why leave this area role professional identity construction preservice teachers’ job motivation, longitudinal qualitative study investigates motivation three student-teachers goal force retention. was conducted during participating practicum part master’s degree programme China. By interviewing participants analysing their self-reflective journals, we found that motivations changed considerably course training. Indeed, did not determine career choice. Extrinsic factors, such income permanent residence, seemed to significantly affect entering profession. Such findings are important, they help us gain better understanding CSL/CFL teachers choose other careers upon completing These results especially pertinent those working contexts.

Language: Английский

Citations

46
Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England DOI
Charleen Chiong, Loic Menzies,

Meenakshi Parameshwaran

et al.

British Educational Research Journal, Journal Year: 2017, Volume and Issue: 43(6), P. 1083 - 1110

Published: Aug. 8, 2017

This paper examines the reasons why long‐serving teachers remain in teaching profession. Interest teacher retention has grown recent years, both UK and internationally, due to concerns over shortage. However, most research on focused leave; this aims fill gap our understanding of positive stay profession, how these change time. We define ‘long‐serving teachers’ as who have taught for 10 years more. draw a subset data from an existing, broader study (Menzies et al ., ) enter In paper, we questionnaire findings 900 with 0 30 years’ experience, interviews 14 teachers, understand and, more importantly purposes, teaching. find that motivational patterns are highly complex influenced by school‐level policy contexts. Nonetheless, two prominent factors identified: perceived professional mastery altruistic reasons. Perceived is particularly important its mutually reinforcing analytic relationships other identification intrinsic, become stronger but some cases, paradoxically, so does their extrinsic From evidence, suggest implications enhancing teachers.

Language: Английский

Citations

52
Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students DOI
Jennifer Gore, Rosie Joy Barron, Kathryn Holmes

et al.

The Australian Educational Researcher, Journal Year: 2016, Volume and Issue: 43(5), P. 527 - 549

Published: Oct. 26, 2016

Language: Английский

Citations

50
Multi-level analysis of factors influencing teacher job satisfaction in China: evidence from the TALIS 2018 DOI

Shujie Liu,

Jared W. Keeley,

Yongying Sui

et al.

Educational Studies, Journal Year: 2020, Volume and Issue: 49(2), P. 239 - 259

Published: Nov. 11, 2020

This study used the data from TALIS 2018 to explore how teacher job satisfaction is affected by factors at teacher-level (e.g., motivation and teachers' perceived disciplinary climate) school-level school delinquency violence) simultaneously. The HLM results showed that both school- were significantly related satisfaction. These findings discussed in relation Chinese educational contexts.

Language: Английский

Citations

33
Volunteers in the COVID-19 Pandemic Era: Intrinsic, Extrinsic, or Altruistic Motivation? Postgraduate International Students in China DOI
Yohana Kifle Mekonen, Michael Agyemang Adarkwah

Journal of Social Service Research, Journal Year: 2021, Volume and Issue: 48(2), P. 147 - 162

Published: Sept. 29, 2021

Volunteerism is influenced by varied motivational factors. As the world still suffering from devastating effect of COVID-19 pandemic, China, through collective efforts government, local people, and international community comprising student volunteers, has been able to reduce rate infection. The qualitative study involving fifteen (15) postgraduate volunteers explored motivation behind their decision volunteer in deadly crisis. Participants were randomly sampled three universities. Findings suggest that largely intrinsic-altruistic motives as opposed extrinsic motives. distributed mask, thermometers, checked temperatures, educated students on COVID-19, made videos encourage anxiety, depression, boredom. It was found despite contextual challenges, intrinsically altruistically motivated had satisfaction engage volunteering activities. Volunteer management boards should ensure are well-motivated. Future research replicate this investigating factors affect role impact well-being work-life volunteers.

Language: Английский

Citations

28