what Motivates Pre-Service Teachers to become Teachers and Their Perspectives of English Teaching as a Career Option (original) (raw)
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Journal on English as a Foreign Language, 2021
Teaching is one of the fundamental professions in society. Pre-service English teachers’ perceptions and motivations may significantly influence their career decision-making to enter the profession. This study aimed to investigate pre-service English teachers’ perceptions and motivations to enter the teaching profession. It employed mixed-method research with questionnaire and interview as the instruments to collect data. The respondents were 44 pre-service English teachers from an English Teacher Education Department of a well-known university, in East Nusa Tenggara Province, Indonesia. Results showed that the students had various perceptions regarding the teaching profession and most of them were altruistically motivated to be teachers in the future. The current study offers two important implications. First, since perceptions and motivations to enter the teaching profession are not fixed and may be influenced by the students’ family, environment, and study program, building posit...
Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey
Journal of Language Teaching and Research, 2012
This study examined the career motivations of pre-service English teachers at a state university in Turkey. For data collection, an adapted version of the Factors Influencing Teaching Choice Scale was used and 207 pre-service teachers were surveyed. The findings revealed that social utility and intrinsic values of teaching were important career motivations for the participants which were followed by ability related beliefs. Both male and female participants were more intrinsically and socially motivated, while male participants had higher ratings for job security and employment possibilities. There was not a statistical difference between first and fourth graders' career motivations.
İlköğretim Online, 2017
The purpose of this mixed methods study, within the altruistic, intrinsic, or extrinsic motives framework, was conducted in order to document the motives of English as a foreign language (EFL) student teachers to become a teacher by choosing a teacher education program at one public university in Jambi, Sumatra, Indonesia. A sample of 285 student teachers who were enrolled at EFL teacher education program at one public university in Jambi, Sumatra, Indonesia was investigated. Data were collected through a questionnaire and semi-structured interviews. The frequency of each statement was computed and expressed as percentage of its total score and all of the interview data were audiotaped, transcribed verbatim, and carefully analysed. The findings of this study revealed that the Indonesian EFL student teachers' interpretations of their motives for embarking on a journey to become a teacher were various and unique. Although, altruistic motives seemed to be predominant, the kinds of motives on their career choice were likely to involve an interaction among altruistic, intrinsic, and extrinsic motives across participants quantitatively and qualitatively. Implications policies to create good standards of teacher education programs in order to attract and recruit quality student teachers should be made before, during, and after entering the program.
The purpose of this mixed methods study, within the altruistic, intrinsic, or extrinsic motives framework, was conducted in order to document the motives of English as a foreign language (EFL) student teachers to become a teacher by choosing a teacher education program at one public university in Jambi, Sumatra, Indonesia. A sample of 285 student teachers who were enrolled at EFL teacher education program at one public university in Jambi, Sumatra, Indonesia was investigated. Data were collected through a questionnaire and semi-structured interviews. The frequency of each statement was computed and expressed as percentage of its total score and all of the interview data were audiotaped, transcribed verbatim, and carefully analysed. The findings of this study revealed that the Indonesian EFL student teachers' interpretations of their motives for embarking on a journey to become a teacher were various and unique. Although, altruistic motives seemed to be predominant, the kinds of motives on their career choice were likely to involve an interaction among altruistic, intrinsic, and extrinsic motives across participants quantitatively and qualitatively. Implications policies to create good standards of teacher education programs in order to attract and recruit quality student teachers should be made before, during, and after entering the program. SUMMARY Purpose and Significance: Interest in entering teacher education has been growing in Indonesia. Understanding student teachers' initial motives or reasons to become a teacher by entering a teacher education program is necessary as a foundation to develop teacher education policies and programs intended to increase the quality of teachers and teaching practices. Information on their motives is very important for teaching institutions to obtain in order to help prepare the quality student teachers during their education and training, to train them with better skill, knowledge, and attitude, and to socialize them with the teachers' roles so that they will take teaching as a more challenging and rewarding profession. However, much of the research is from developed countries and schooling there differs in many significant respects from Indonesia, including governance, financing, and policies on curriculum and assessment while research on student teachers' motives to enter the teacher profession in Indonesia is still rare. The focus of this study was to document English as a foreign language (EFL) student teachers' motives to become a teacher by choosing a teacher education program at one public university in Jambi, Sumatra, Indonesia.
I'm a Teacher Material!': Reasons of Preservice English Teachers for Choosing to Become a Teacher
Uluslararası eğitimde yenilikçi yaklaşımlar dergisi, 2023
This qualitative single-case study aimed to explain the reasons why individuals choose teaching from the viewpoint of preservice English teachers, on which the number of qualitative studies with this study population are scarce. The case, in this direction, was a Turkish state university's Department of English Language Teaching, and the sampled group comprised of 10 preservice teachers of English as a foreign language. Qualitative data was obtained through an online form, which included ten sentence completion prompts starting with the statement, "I want to be a teacher because…". Then, through a rigorous coding and notetaking process, categorical analyses were done to identify the reasons why preservice teachers chose this career path. Out of 100 statements provided by the participants, 131 coding references emerged, fitting under a total number of 11 themes and 13 subthemes, categorized as intrinsic, altruistic, and extrinsic motivational reasons. Overall finding in the study was that preservice teachers were mostly intrinsically and altruistically motivated for being a teacher since the majority of them expressed their interest in teaching with personal values and commented on the place of the profession as a contributory element for the growth of the community and its members. On the other hand, one subcase exhibited immoderately elevated levels of altruistic motives, which may lead to job burnout or dropout in the future. As for extrinsic motivations, such as prestige, financial gains, or external influences like family members or peers, they held the least importance among the study's participants, and only one subcase reported to have chosen teaching as a fallback career. The study's results, in this regard, are anticipated to provide valuable insights into EFL preservice teachers' own justifications for choosing a career path in teaching.
2016
This paper was to report some of findings from a larger study with more than 800 participants that explored the altruistic, intrinsic, and extrinsic reasons of student teachers to become a teacher by choosing teacher education programs at one public university in Jambi, Indonesia. Particularly, this paper was to present the survey findings of the 65 male student teachers from all cohorts in one English education program. The data of this study were collected through demographic backgrounds and a questionnaire on student teachers’ reasons in choosing English study program. The data indicated that a variety of reasons influencing student teachers to choose the English study program. It was found that male student teachers were influenced more first by the intrinsic reasons, followed by the extrinsic, and then the altruistic reasons. The paper also discusses the implications of the findings and draws conclusions which may be supportive to teacher education providers and policy makers on...
Motivational Factors Influencing Pre-Service EFL Teachers to Choose Teaching as A Future Career
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP
Motivation to choose teaching profession has a significant role in the professionalism and commitment to the teaching profession. This study investigates motivational factors that influence pre-service teachers of English Education Study Program at FKIP Tanjungpura University, Pontianak to choose teaching as a future career. Unlike the previous research in the Indonesian context that mostly used intrinsic, extrinsic, and altruistic motivation frameworks, this study used a motivational framework by Watt & Richardson (2007) named FIT-Choice Scale. This research was conducted using a survey method. The number of participants in this study is 216 pre-service teachers. By using an online questionnaire that contains close-ended questions adapted from FIT-Choice scale and open-ended questions, the findings show that the main motivational factors that influence the pre-service teachers to choose English teaching as a future career are subject interest (M: 6.13), intrinsic career value (M: ...
Motivation and commitment of English student teachers of some Universities in Indonesia
Cypriot Journal of Educational Sciences
Teachers play crucial roles; therefore, this study is intended to examine student teachers' motivation (instrumental vs. integrative) and commitment (committed passionate, committed compromiser, undecided and uncommitted) to teaching. Quantitative approach using a questionnaire was conducted involving 328 English student teachers from some universities in Indonesia. Using the descriptive analysis, the findings show that those having integrative motivation are 56% and the highest figure for the level of commitment is, as expected, committed passionate (44%). Concerning gender differences, more males (M: 60%, F: 55%) were surprisingly found to have integrative motivation, although more females were found to have the highest level of commitment (M: 35%, F: 47%). These findings at the same time reveal a considerably high proportion of those who did not have a genuine motive to enroll in a teacher education programme and to commit to becoming teachers implying necessary measures from both the government and the teacher education institutions.
As teaching is a nation-building profession, the career motivations of pre-service teachers are worth exploring. This study examines the career motivations of 283 Turkish pre-service teachers who have chosen teaching as a career. Accordingly, they were asked questions about deciding to teach, career perceptions, and major expectations. A profile of the participants was then developed by analyzing their responses in quantitative and qualitative ways as being descriptive, statistical, and inductive steps. It is seen that extrinsic, altruistic, and intrinsic motivations all play a role when individuals choose teaching as a career. In addition, although altruistic motives are very dominant for females, mercenary-based extrinsic motives are dominant for males. Associatively, teaching is further desired as a first profession by females. In light of the findings, we give suggestions for teacher training institutions and policy makers.
Initial Career Motives and Demotivation of English Language Teachers in Turkish Context
International Journal of Languages’ Education and Teaching, 2019
The purpose of the present study is to find out initial career motives and demotivation of English language teachers working in Turkish context. 30 teachers working at high state schools participated in the current study. Initial career motives and demotivation questionnaires adopted from Kim & Kim (2015) were applied to the participants. Initial career motives questionnaire has four factors: global orientation, job security, altruism, and ought-to-self, each one represented by 3 or 4 items. Demotivation questionnaire have three factors as: obstacles to communicate language teaching, inadequate administrative support, and lack of social recognition. In addition to the questionnaires, a semi-structured interview was conducted with 3 of the participants. The descriptive statistics of each factor was presented by the tables and supported by qualitative data. The result of the study showed that with regard to the initial motives of teachers, global orientation found to be the most important reason of being an English teacher followed by job security, altruism and ought-to-self, respectively. With regard to the demotivating factors, inadequate administrative support was found to be the most influential factor decreasing teachers' motivation. The findings of the study were compared with the findings of the previous similar studies.