Perspectives on Reasons for Becoming Teachers

Abstract

Substantial research suggests that the teaching profession attracts men and women who desire intrinsic rewards and who approach teaching as a mission or calling. Joseph and Green argue that these motivations need to be interpreted in light of myriad social and economic realities. The authors collected data from a broad age range of prospective teachers and discuss alternative explan ations for why men and women are now deciding to enter the teaching profes sion. Implications for teacher education and suggestions for additional research are highlighted.

The Moral Nature of Teacher Candidate Beliefs About the Purposes of Schooling and Their Reasons for Choosing Teaching as a Career

“…The analysis of candidates' responses to these essay questions quickly revealed that many of our teacher candidates hold beliefs that are consistent with the extant literature on why teachers choose a career in teaching (Book & Freeman,1986;Brookhart & Freeman, 1992;Goodlad, 1984;Joseph & Green, 1986;Serow, Eaker, & Ciechalski, 1992;Watt & Richardson, 2007). While the data from prior studies have typically not been analyzed in explicitly moral terms, we find that the most prominent reasons for becoming a teacher are significantly connected to the moral work of teaching.…”

Examining the Outcomes of Having a Calling: Does Context Matter?

“…Being able to work with young individuals, as well as having an opportunity to give back to the community are some of the underlying motives why people pursue a teaching career (Joseph and Green 1986;Serow et al 1992;Brown 1992). Future researchers should consider replicating and extending these findings beyond the child care setting.…”

“…The role of early childhood caregivers in creating a high quality classroom environment is vital as children look up to them for inspiration and motivation (Burchinal et al 2002). Some of the reasons people choose a teaching career include a desire to work with young people (Brown 1992;Joseph and Green 1986;Serow et al 1992) and the desire to contribute to society (Brown 1992;Chandler et al 1971;Freidus 1992;Toppin and Levin 1992). Individuals are attracted to teaching because of a combination of altruistic, intrinsic, and extrinsic motives (Harms and Knobloch 2005;Seng Yong 1995).…”

Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers

“…As might be anticipated, teacher candidates report that a desire to work with children and adolescents is highly influential in attracting people into a teaching career (Alexander, Chant, & Cox, 1994;Joseph & Green, 1986;Kyriacou & Coulthard, 2000;Moran, Kilpatrick, Abbott, Dallatt, & McClune, 2001;Richardson & Watt, 2006;Tudhope, 1944;Valentine, 1934). Equally, a report of studies conducted with practising teachers from France, Australia, Belgium (French Community), Canada (Québec), the Netherlands, the Slovak Republic, and the U.K. confirmed that the most frequently nominated reasons for career choice among teachers was a desire to work with children and adolescents, together with the potential for the job to provide for intellectual fulfilment, and a means by which to make a social contribution (OECD, 2005).…”