Exploring Korean College of Education Pre-service Teacher Persistence Toward a Teaching Career: Quantitative Analysis of Reasons and Factors for Persisting

Abstract

Teacher attrition is a global concern. Because motivation drives a teacher to persist in their teaching career and affects their effectiveness, persistence among pre-service teachers is important. This exploratory study ( N = 55) of college of education students at a university in metropolitan Seoul, South Korea, using survey data, used (a) independent samples t-test to determine reasons for persisting and (b) correlation analysis among demographics and five persistence factors: Academic Integration, Social Integration, Supportive Service Satisfaction, Degree Commitment, and Academic Conscientiousness to understand persistence to a teaching career. The main motivation, job security, moderately correlated with two persistence factors while general interest in the subject and English proficiency positively associated with all persistence factors. The higher students assessed their English proficiency, the more they did not wish to become a teacher because of “salary.” More frequent and earlier teaching practicums and capitalizing on the Halo Effect are discussed for positive results.

Preservice English teachers’ burnout levels and motivations to choose the teaching career

“…Another study on Swedish PSTs' professional motivations indicated that PSTs had intrinsic and altruistic motivations while choosing their careers (Bergmark et al, 2018). South Korean PSTs also demonstrated a higher frequency of extrinsic motivations than intrinsic and altruistic motivations (Murdoch & Lim, 2022). When these studies are taken into consideration, one may easily conclude that each context of study and society has its own characteristics and motivations for choosing the TC.…”

“…İngilizce öğretmenliği kariyerini seçme motivasyonlarıyla ilgili çalışmalar incelendiğinde bu motivasyonların bağlamdan bağlama değişkenlik gösterdiği anlaşılmaktadır (Bergmark vd., 2018;Murdoch & Lim, 2022). Ancak İngilizce öğretmenliği kariyerini seçme motivasyonları hizmet öncesi İngilizce öğretmeni bağlamında incelendiğinde içsel motivasyonun bu kariyeri seçme konusunda daha etkili olduğu sonucuna varılmaktadır (Smid, 2018) ve Türkiye'de yapılmış benzer bir çalışma da bunu desteklemektedir (Subaşı, 2010).…”