Factors influencing teaching choice, professional plans about teaching, and future time perspective: A mediational analysis

Burnout in prospective elementary school teachers: Is it related to reasons for choosing the elementary school teaching major, beliefs about the teaching career and satisfaction with the choice?

“…The present study used the Turkish translation of the FIT-Choice scale, which was translated by Eren and Tezel (2010). As reported by Eren and Tezel (2010), Cronbach's alpha reliability coefficients of the scale's Turkish version yielded good results as ranging between.77-.95 for motivation factors, .79-.88 for beliefs about teaching factors, and .87 for career choice satisfaction factor. Participants rated their agreement with the items on a 7-point Likert scale (7 = extremely important, 1 = not at all important for motivation items; and7=extremely, 1 = not at all for beliefs about teaching and satisfaction with choice items) (Eren and Tezel, 2010;Richardson and Watt, 2006;Watt and Richardson, 2007).…”

“…Previous research has shown that intrinsically motivated teacher candidates were motivated to learn more and had a lower level of anxiety related to learning (Aktürk, 2012). On the other hand, those who chose the teaching profession as a fallback career were uncertain to remain in the profession (Eren and Tezel, 2010;Fokkens-Bruinsma and Canrinus, 2012a;Watt and Richardson, 2007), had low academic performance (König and Rothland, 2012;Özder et al, 2010), and held more negative attitudes towards teaching (Akpınar et al, 2006;Bozdoğan et al, 2007;Özder et al, 2010). Moreover, other studies also found relationships between burnout and disliking the career chosen (Akansel et al, 2012) and being uncertain about choosing the right career (Cephe, 2010).…”

“…Others found that intrinsically motivated prospective teachers had greater occupational respect than extrinsically motivated prospective teachers (Ünal and Şimşek, 2008); intrinsically motivated prospective teachers planned to exert more effort in the profession (Fokkens-Bruinsma and Canrinus, 2012a;Watt and Richardson, 2007); and intrinsically and altruistically motivated teacher candidates were motivated to learn more and had a lower level of anxiety related to learning (Aktürk, 2012). Likewise, Rots et al (2010) found that future teachers who had greater commitment to teaching had more intention to become a teacher after graduation.Moreover, studies found positive correlations between satisfaction with the choice and professional engagement and career development aspirations (Eren, 2012;Eren and Tezel, 2010;Watt and Richardson, 2007) and satisfaction with the choice and affective professional commitment to the teaching profession (Fokkens-Bruinsma and Canrinus, 2012b), and negative correlations between fallback career choice, negative beliefs about teaching and planned effort, intention to remain in the profession, and commitment (Eren and Tezel, 2010;Fokkens-Bruinsma and Canrinus, 2012a;Watt and Richardson, 2007).…”

“…This scale was developed by Richardson and Watt (2006) and Watt and Richardson (2007) and consists of 12 factors (ability, intrinsic career value, fallback career, job security, time for family, job transferability, shape future of children/adolescents, enhance social equity, make social contribution, work with children/adolescents, prior teaching and learning experiences, and social influences) measuring motivations for choosing the teaching profession (38 items), 5 factors (expertise, difficulty, social status, salary, and social dissuasion) measuring beliefs/perceptions about teaching (17 items), and 1 factor measuring satisfaction with career choice (3 items) constructs (Eren and Tezel, 2010;Richardson and Watt, 2006;Richardson, 2007, 2008). Out of motivations for choosing the teaching profession factors, job security, time for family, and job transferability comprise higher-order personal utility value; shape future of children/adolescents, enhance social equity, make social contribution, and work with children/adolescents comprise higher-order social utility value; of beliefs/perceptions about teaching factors, expertise and difficulty comprise higher-order task demand construct; and social status and salary comprise higherorder task return construct (Richardson and Watt, 2006;Watt and Richardson, 2007).…”

“…Out of motivations for choosing the teaching profession factors, job security, time for family, and job transferability comprise higher-order personal utility value; shape future of children/adolescents, enhance social equity, make social contribution, and work with children/adolescents comprise higher-order social utility value; of beliefs/perceptions about teaching factors, expertise and difficulty comprise higher-order task demand construct; and social status and salary comprise higherorder task return construct (Richardson and Watt, 2006;Watt and Richardson, 2007). The present study used the Turkish translation of the FIT-Choice scale, which was translated by Eren and Tezel (2010). As reported by Eren and Tezel (2010), Cronbach's alpha reliability coefficients of the scale's Turkish version yielded good results as ranging between.77-.95 for motivation factors, .79-.88 for beliefs about teaching factors, and .87 for career choice satisfaction factor.…”