Motivations of Post-baccalaureate Students Seeking Teacher Certification: A Context for Appropriate Advising Strategies

Dieterich, Cynthia A.; Panton, Cynthia L.

doi:10.1177/089484539602200403

Cited by 6 publications

(5 citation statements)

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“…They defi ned push factors as "those factors that provided momentum (or activation energy) towards seriously considering teaching as a career" (p. 365). Push factors include current job dissatisfaction, relocating and not being able to fi nd a career in their usual fi eld, being fi red, lack of fulfi llment, undesirable work conditions, being apart from family, not fi tting in the corporate world, and being dissatisfi ed with the extent of personal interactions in their current workplace setting (Anthony & Ord, 2008;Dieterich & Panton, 1996). Pull factors, on the other hand, refer to what draws individuals to become teachers.…”

Section: Literature Reviewmentioning

confidence: 98%

“…Pull factors, on the other hand, refer to what draws individuals to become teachers. Common pull factors range from seeing teaching as a challenging career, wanting to work with youth, and having a positive perception of teaching (Anthony & Ord, 2008;Dieterich & Panton, 1996).…”

Section: Literature Reviewmentioning

confidence: 98%

“…Furthermore, researchers have noted that second-career teachers and recent college graduates are mostly motivated to become teachers for internal reasons, such as seeking fulfi llment or making a difference (Dieterich & Panton, 1996;Rife, Maloy, & Keefe, 1988;Tamir, 2009). In addition, a study by Humphrey and Wechsler (2007) found that ACP teacher recruits were strongly motivated by external factors, such as work stability, income, and other occupational benefi ts.…”

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confidence: 98%

“…Dieterich and Panton (1996) defi ned push factors as the various infl uences that cause a person to leave a current profession, and pull factors as those factors that draw an individual toward the teaching profession. This study contributes to the research in this area by offering a multifaceted analytical approach to the data.…”

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confidence: 99%

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

Knell

Castro

2014

The Educational Forum

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Section: Literature Reviewmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 98%

mentioning

confidence: 98%

mentioning

confidence: 99%

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

Knell

Castro

2014

The Educational Forum

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“…Several scholars stress that nontraditional teaching candidates and career changers oftentimes have life and work skills that provide immediate benefits for the classroom (Chambers, 2002; Mayotte, 2003). Finally, researchers suggest that ACP candidates hold strong intrinsic motivations for teaching (Dieterich & Panton, 1996; Lerner & Zittleman, 2002; Natriello & Zumwalt, 1993; Tamir, 2009). However, much has yet to be learned about the motivations of many ACP teacher candidates for teaching in urban schools.…”

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confidence: 99%

Visionaries, Reformers, Saviors, and Opportunists

Castro

2012

Education and Urban Society

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This qualitative study investigated the visions and metaphors for teaching held by teacher candidates enrolled in an urban-based alternative certification program. While late-entry teacher recruits are considered to have high motivations for urban school teaching, few studies explore the nature of these motivations. Findings from this study uncovered four orientations concerning teaching in urban schools: visionaries, reformers, saviors, and opportunists. While visionaries and reformers appear to be a stronger fit for urban contexts, saviors and opportunists expressed deficit views of students or cared little about building relationships with urban youth. Implications for supporting new urban teachers are discussed.

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Who becomes a teacher and why?

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Munthe

Roß

et al. 2022

Review of Education

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This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be teachers or not. Four search engines, including Google and Google Scholar and five electronic databases identified 517 studies of which 212 were included in this narrative synthesis. These studies highlighted three main motivating factors: intrinsic, altruistic and extrinsic, although the order of the ranking varies with subjects, phase of education and gender of teachers. In general, these studies reported that women are more likely to report being motivated by intrinsic and altruistic reasons, while men are more likely to cite extrinsic reasons. Across all cultures, men are reported to be more strongly influenced by social norms and expectations and were less likely to choose primary and early years teaching. Women are also more likely to experience higher levels of career satisfaction and less social dissuasion than men. Research on motivation to teach is also often focused only on those who have already made the decision to teach. Therefore, policies based on these studies might only be attracting those who are already persuaded. This paper argues that to improve recruitment of under-represented groups (e.g., males and STEM subject graduates), attention should instead be on those who might otherwise have gone into teaching, but have not. For this group, the review found that it is the status of the profession, the working environment and salary over the long term that are important.

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Motivations of Post-baccalaureate Students Seeking Teacher Certification: A Context for Appropriate Advising Strategies

Cited by 6 publications

References 10 publications

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

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

Visionaries, Reformers, Saviors, and Opportunists

Who becomes a teacher and why?

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