Graduate teacher motivation for choosing a job in education

Abstract

This article compares individuals already in teaching and non-teaching teacher graduates, and explores the motivation to pursue a teaching job based on job motives and work values. From the response of 241 recently graduated teachers it may be concluded that teachers consider intrinsic, altruistic and interpersonal features as strong job-specific motivators. Furthermore, teachers prefer altruistic and interpersonal work values, while non-teachers are more attracted by individualistic work values such as career opportunities and executive power.Résumé. Motivation des professeurs diplômés pour le choix d'un métier d'enseignant. Cet article compare les professeurs diplômés qui exercent une activité professionnelle dans l'enseignement à ceux qui l'exercent ailleurs. Il explore la motivation à poursuivre un métier d'enseignement sur la base des motivations pour le métier et des valeurs au travail. Des réponses de 241 personnes récemment diplômées professeurs, on peut conclure que les enseignants considèrent les traits de motivation intrinsèque, altruiste et interpersonnelle comme les plus spécifiques pour leur travail. De plus, les enseignants marquent leur préférence pour les valeurs de travail altruistes et interpersonnelles, tandis que les non-enseignants sont plus attirés par des valeurs de travail individualistes telles que les opportunités de carrière et le pouvoir de décision.Zusammenfassung. Die Motivation von Lehramtsstudenten zur Wahl einer Tätigkeit im Erziehungsbereich. Dieser Artikel stellt unter Absolventen eines Lehramts-Studiengangs einen Vergleich zwischen einer Gruppe an, die in eine Lehrertätigkeit einmündete, mit einer anderen Gruppe, die in eine andere als eine lehrende Tätigkeit mündeten. Aus den Antworten von 241 Lehrern, die kürzlich ihr

Freshmen in nursing: job motives and work values of a new generation

“…A study on new graduate Belgian teachers (De Cooman et al . in press) testing the work values instrument in another social profit sample revealed a good solution through a principal component analysis.…”

“…The original Dutch version contains 105 items, loading on 21 scales. In this study, we use the reduced version, containing 37 items, as developed and further validated by Buyens (1993) and others (De Vos 2002, De Cooman et al. in press).…”

Why People Choose to Teach in Urban Schools: The Case for a Push–Pull Factor Analysis

“…The three-factor model explores extrinsic, intrinsic, and altruistic motivators for teaching (Anthony & Ord, 2008). Extrinsic motivation refers to job elements not inherent to the work itself, such as occupational benefi ts, time availability for self and family, and professional advancement opportunities (De Cooman et al, 2007). One common extrinsic motivation for teaching might include getting more vacation time in the summer.…”

“…Intrinsic motivation, on the other hand, refers to the inherent qualities of the profession, such as working with youth and inspiring others. Intrinsic motivations are strongly rooted in personal values, and the pursuit of such motivations typically provides some sort of immediate personal benefi t. Lastly, altruistic motivation refers to job elements that present teaching as a socially valuable activity, such as the desire to make a positive contribution to society or to serve as a role model (De Cooman et al, 2007). Altruistic motivations are pursued without the expectation that such actions will directly benefi t the individual.…”

The Ability to Deal With Difference: Turkish-Dutch Professionals as Go-Betweens in the Education Sector

“…Relational self‐interest could be a general feature of education professionals (De Cooman, De Gieter, Pepermans, Du Bois, Caers, & Jegers, ) and not a specific second‐generation attribute. Yet, the ability to deal with difference and bridge across cultural worlds is considered a characteristic of the second generation in this study.…”