Exploring Career Motivation of Indonesian Pre-service EFL Teachers

Lestari, Ika; Arfiandhani, Puput

doi:10.2991/icosihess-19.2019.10

Cited by 5 publications

(14 citation statements)

References 7 publications

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“…Teachers are given a rhetoric appreciation; it is being called "Pahlawan tanpa tanda jasa" or the unsung heroes. Along with the high appreciation in society, teacher education departments have also gained interest from the graduates of secondary high schools in Indonesia over the past few years (Lestari & Arfiandhani, 2019). Lestari and Arfiandhani (2019) present data from the Indonesian Ministry of Research, Technology, and Higher Education in the Higher Education Databases (PD-DIKTI) 2019 about the top three faculty programs surveyed from the numbers of the students.…”

Section: Introductionmentioning

confidence: 99%

“…Along with the high appreciation in society, teacher education departments have also gained interest from the graduates of secondary high schools in Indonesia over the past few years (Lestari & Arfiandhani, 2019). Lestari and Arfiandhani (2019) present data from the Indonesian Ministry of Research, Technology, and Higher Education in the Higher Education Databases (PD-DIKTI) 2019 about the top three faculty programs surveyed from the numbers of the students. The top three are the social sciences program with 995,269 students, followed by the economics department as the top two with 1,089,469 students, and the education departments becoming the most popular target with 1,290,879 students.…”

Section: Introductionmentioning

confidence: 99%

“…However, the finding from Lestari and Arfiandhani's study (2019) shows that there is an inconsistency between pre-service teachers majoring in the teacher education departments and their decision to choose teaching as their long term career in Indonesia. After conducting interviews to the faculty members in some teacher educations departments in Yogyakarta, Lestari and Arfiandhani (2019) found that the departments have not been able to entice all of their graduates to become teachers. This unfavorable situation could eventually pose a problem regarding the availability of potential English teachers in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

“…Upa and Mbato (2020) mention that motivation is part of a person's achievement, decision and action. Concerning career motivation, there are three types of motivation of preservice English teachers: intrinsic, extrinsic, and altruistic teaching motivation (Lestari & Arfiandhani, 2019). Some teachers start teaching with a more or less consistent motivation to teach and some others make use of teacher education as a step towards another profession (Roness, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…A number of studies (Lestari & Arfiandhani, 2019;Maiza et al, 2020;Suryani et al, 2016;Suryani, 2020) have acknowledged the importance of preservice teachers' perceptions and motivations during the study in teacher education program in Indonesia. These studies showed that pre-service teachers had various types of perceptions and motivation that contributed significantly to their future career choices.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Lomi

Mbato

2021

J. Eng. Foreign. Lang.

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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 positive perceptions and motivations should be an integrated element of the teacher education curriculum. Second, graduating students need strong support from the family, environment, and the government to maintain positive perceptions and motivations about the profession.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Lomi

Mbato

2021

J. Eng. Foreign. Lang.

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Pre-Service Teachers’ Narratives: Why Did I Decide to Become an English Language Teacher?

Garza-Rodríguez

2022

HOW

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Choosing a major is one of the most important decisions in one’s life. Understanding the aspects that intervene in this decision contribute to a better understanding of main motivational forces of English as a Foreign Language pre-service teachers. This qualitative descriptive study examined the personal, professional, and social motivations and experiences of 40 English as a Foreign Language pre-service teachers in the Mexican context that affected their decision to become English language teachers. Using an open written narrative (Language Learning History) instrument, participants wrote stories that showed the main reasons for choosing English teaching as a major. The results showed that personal and professional aspects including biographical experiences, a perceived ability to learn and teach English as well as teacher preparation program experiences are the most influential in this decision along with altruistic and intrinsic motives.

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Pre-Service English Teachers’ Motivations Toward the Teaching Profession

Hartini Ayuningtyas,

Imam Santosa, S.Pd M.Pd

2024

stairs

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This study investigates the motivations of pre-service English teachers at Esa Unggul University, Indonesia, after completing the teaching practicum. A mixed methods approach was employed, combining qualitative interviews and quantitative questionnaires with 36 pre-service teachers. Additionally, in-depth insights were gained from interviews with ten participants. McClelland's motivation theories - the need for power, affiliation, and achievement - guided the analysis. The findings indicate a strong inclination toward the need for achievement, emphasizing personal growth, academic excellence, and continuous learning. Pre-service teachers are dedicated to improving their teaching skills and positively impacting students. The need for power showed moderate motivation, reflecting interest in making an impact and seeking leadership roles. The need for affiliation demonstrated moderate motivation, highlighting the importance of positive relationships and collaboration. The teaching practicum significantly influenced pre-service teachers' motivations and commitment to a teaching career. Implications for teacher education programs underscore the necessity of supporting and recognizing pre-service teachers' motivations for a successful teaching profession.

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Exploring Career Motivation of Indonesian Pre-service EFL Teachers

Cited by 5 publications

References 7 publications

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Pre-Service Teachers’ Narratives: Why Did I Decide to Become an English Language Teacher?

Pre-Service English Teachers’ Motivations Toward the Teaching Profession

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