Factors influencing the choice of teaching as a career: an empirical study of students in colleges of education in Ghana

Abotsi, Anselm Komla; Dsane, Cynthia Fofo; Babah, Pearl Adiza; Kwarteng, Patrick

doi:10.1080/21582041.2019.1675092

Cited by 10 publications

(12 citation statements)

References 29 publications

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“…Results also suggest that preservice teachers made their career choice for contributing to the society. This finding is consistent with earlier studies (Abotsi et al, 2020;Brandmo & Nesje, 2017;Bourn, 2016) that have claimed that social utility values is an important motive that influences pre-service teachers to pick teaching as a career choice. Literature also suggests that socialisation influences or prior teaching and learning experiences is one of the most important motivators for teachers when making their career choice (Lee et al, 2019;Hennessy & Lynch, 2017;Low et al, 2017;Fokkens-Bruinsma & Canrinus, 2012;.…”

Section: Career Motivations Of Pre-service Teachers To Teach Electric...supporting

confidence: 93%

“…In other words, the teachers want to shape the future of children and adolescents (Nesje et al, 2018). Although prior teaching and learning experiences and job security have a big impact on motivation, choosing teaching as a "fallback" career has been reported as a low-ranking factor in many studies (Abotsi et al, 2020;Glutsch & König, 2019;Nesje et al, 2018;Bilim, 2014). This finding was recently validated by a study in which most pre-service teachers believed that teaching is a "last-resort choice" or a "default career" (Garra-Alloush et al, 2021, p. 55).…”

Section: Factor Influencing Pre-service Teachers To Pursue Teaching A...mentioning

confidence: 99%

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Why Choose Electrical Subjects? Profiling and Analyzing Motivations of Kuwaiti Pre-Service Teachers

Alanezi¹

2022

IES

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The aim of this study was to determine factors that influence Kuwaiti pre-service teachers’ choice of Practical Electrical Subjects by profiling and analysing their motivations. Unlike previous studies that focused on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations, this study uses the interpretive lens of Expectancy Value Theory which forms the foundation for the Factors Influencing Teacher Choice model to analyse and describe factors that influence the pre-service teachers’ career choice decisions. One hundred fifty-six pre-service teachers enrolled in a teacher education programme completed the Factors Influencing Teacher Choice survey on which they rated 25 motivational factors. T-tests and One-way ANOVA were used to examine differences based on gender and year of study. Self-efficacy beliefs, social utility value, time for family, job security and prior teaching and learning experiences were important career choice determinants. Fall back career was the least important motivational factor. Gender was found to significantly influence their career choice while year of study did not significantly influence their decision. In general, female pre-service teachers appeared to be more motivated to choose teaching electricity as a practical subject than males. The pre-service teachers’ year of the study showed significant variations only regarding social utility values and fallback career. The results of this study would contribute to existing literature on factors influencing pre-service teachers to choose a teaching career that involves vocational or practical subjects’ teachers. Some theoretical and practical implications are drawn for pre-service teacher education.

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Section: Career Motivations Of Pre-service Teachers To Teach Electric...supporting

confidence: 93%

Section: Factor Influencing Pre-service Teachers To Pursue Teaching A...mentioning

confidence: 99%

Why Choose Electrical Subjects? Profiling and Analyzing Motivations of Kuwaiti Pre-Service Teachers

Alanezi¹

2022

IES

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“…It is assumed that when students enrol to join teacher education, they are likely to become teachers. Several studies have examined motivation in teacher education with the lenses of intrinsic, extrinsic or altruistic values (Abotsi et al, 2020;Giersch, 2021;Mukminin et al, 2017), as well as using the FIT scale, measurement of factors influencing teaching choice (Abonyi et al, 2021;Akpochafo, 2020;Fokkens-Bruinsma & Canrinus, 2012;Ivanec, 2020;König et al, 2016;Watt & Richardson, 2007;Watt et al, 2012). However, several studies have explored the tendency of student teachers who do not join the teaching profession after graduates (Rots et al, 2014(Rots et al, , 2012Trent, 2019).…”

Section: образование и саморазвитие том 16 № 3 2021mentioning

confidence: 99%

Motivation in teacher education: The forgotten element and its snowball effect

Novita¹

2021

E&SD

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This research explores student teachers' motivation to join teacher education and its relation to their career intention to join the teaching profession. The qualitative study was conducted in the English department of private and state teacher education in Indonesia. A total of 14 student teachers (20-23 years old) took part in the interview. The findings show that most student teachers chose Initial Teacher Education (ITE) because of external motivation factors such as the alternative option of not being accepted at their desired faculty or following parents’ suggestions. Besides that, considering the internal motivation factor, one of the common reasons students chose English teacher education was the interest in English, which was also viewed as transferrable skills that could be useful to many other job possibilities. The findings show that only a few of the participants who prioritised their career to become teachers. The findings might contest the generalisation that often associates student teachers’ motivation to join teacher education to become teachers. Even though the assumption is valid to some extent, the nuances in the student teachers’ motivation to choose teacher education might need to be considered, especially in the context when joining teacher education is relatively easy because there is no high-stake test involved and teaching might be perceived as an unattractive career intention. The findings also indicate that as motivation is fluid, abstract, and hard to measure, teacher education overlooks this element in the admission process. However, forgetting the importance of student teachers’ motivation in teacher education could lead to a more severe problem in the quality of graduates and education in the long run.

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“…Furthermore, the completion of teacher education programs does not provide assurance that successful student-teachers are going to choose teaching as a profession. In contrast, easily attrition from teaching may not necessarily influence the reasons for motivation to choose the teaching profession as a life career (Abotsi et al, 2019). In reference to pre-service teachers' plan and motives, Richardson & Watt (2016) classified them into three groups: the highly committed sustainers, the highlycommitted shifters, and the lower-engaged renouncers.…”

Section: Choosing Teaching As a Life Careermentioning

confidence: 99%

Preferred Reasons in Selecting Teaching Profession as a Life Career: A Case Study of Pre-Service Teachers

Noor¹

2021

PJER

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Commitment and efficiency of teachers have an important input in the successful accomplishment of educational objectives of any nation; thus, highly motivated teachers are vital for an effective educational approach. By using a quantitative method, this study examined why teachers select the teaching as a profession for their life career. Through the purposive sampling, pre-service teachers from the University of Loralai were chosen in which 147 students participated in this research. Researchers collected the data through questionnaires and analyzed it by using descriptive and inferential statistical tests. The findings point out that majority of pre-service teachers choose the teaching profession as their life career due to the altruistic-intrinsic reasons because it received the highest mean as compared to the other reasons (i.e., extrinsic and reasons influenced by others). The extrinsic reasons and reasons influenced by others followed by in order of preference respectively. Regarding the gender variable, male and female pre-service teachers showed significant differences in altruistic-intrinsic reasons. Contrary to this, age, teaching experience and professional qualifications showed no significant differences with the altruistic-intrinsic reasons. Based on the findings, this study suggests that education policy should set standards for teacher education programs to elevate the status of teachers for attracting bright students before and after completing the programs.

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Factors influencing the choice of teaching as a career: an empirical study of students in colleges of education in Ghana

Cited by 10 publications

References 29 publications

Why Choose Electrical Subjects? Profiling and Analyzing Motivations of Kuwaiti Pre-Service Teachers

Why Choose Electrical Subjects? Profiling and Analyzing Motivations of Kuwaiti Pre-Service Teachers

Motivation in teacher education: The forgotten element and its snowball effect

Preferred Reasons in Selecting Teaching Profession as a Life Career: A Case Study of Pre-Service Teachers

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