Article Green Open Access 2014

Motivation for becoming a teacher and engagement with the profession: Evidence from different contexts

FM
Fokkens-Bruinsma, Marjon
 CE
Canrinus, Esther T.
International Journal of Educational Research
Journal · Vol. 65 · pp. 65-74
Abstract

In this study, the assumption that motivation is relevant for preservice teachers' engagement to the profession is investigated using the Factors Influencing Teaching (FIT) Choice theory. This assumption is tested in two Dutch teacher training contexts. Survey data from preservice teachers training in training for secondary education level (n=168) and primary education level (n=53) were used in stepwise regression analyses. In both contexts, working with children and adolescents was in the top three of important motives to become a teacher. As well, this motive predicted many factors relevant for the engagement to the profession (e.g., planned effort, planned persistence, and leadership aspirations). Differences between the contexts were observed regarding which motives contribute to the preservice teachers' engagement to the profession. © 2013 Elsevier Ltd.

Keywords

Author Keywords

Engagement to the teacher profession FIT-Choice theory Motivation for becoming a teacher

Index Keywords

Author Affiliations
Faculty of Behavioural and Social Sciences, Rijksuniversiteit Groningen, Groningen, Groningen, Netherlands
Funding & Acknowledgements
No funding information
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