Teaching as a career: a perspective from Hong Kong senior secondary students

Lai, Kwok Chan; Chan, Kwok Wai; Ko, Kwok Wai; So, Kwok Sang

doi:10.1080/02607470500168974

Cited by 55 publications

(53 citation statements)

References 11 publications

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“…Researchers revealed that family interest, peer influence, cultural beliefs, role model and extrinsic reasons are part of the fundamental issues influencing student decision to choose teaching as a career [17,18,19,20]. Some of the factors cited varies across regions, for instance in Malaysia, cultural beliefs were identified to play a dominant role in facilitating the image of the teaching profession [21]; social influences were the key factors in the Turkish and Australian context); while socio-economic status was a significant factor in Zambia [22,23].…”

Section: What Is Expected Of a Professional Teacher?mentioning

confidence: 99%

Factors Contributing towards Studying Education Related Courses in Institutions in Kwara State, Nigeria: Implication on Teaching Profession

Yusuf¹,

Amzat²,

Saidin³

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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-In the past, students admitted to study education related courses in the institutions are full of zeal and motivation to learn and practice as a full-fledged professional teacher. Unfortunately, there is a significant reverse in the scenario as pre-service teachers are not willing to practice in recent years. This paper examines the perception of pre-service teachers towards their career choice in studying education related courses in institutions in Kwara State, Nigeria. The factors in this study was grouped based on personal interest, referral, professional status and job-related factors. The correlational research of the survey type was used to gather information from the populationfrom the federal, state and private colleges of education in Kwara State. Some students totalling 220 were randomly selected from seven institutions to respond to the questionnaire items. The results indicated that participants have fractional attitude towards choosing teaching profession choice as many students were in the college due to referral. The paper therefore recommends the need to enhance and reward the practicing teachers with favourable condition of service to motivate younger ones coming into the profession.

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Section: What Is Expected Of a Professional Teacher?mentioning

confidence: 99%

Factors Contributing towards Studying Education Related Courses in Institutions in Kwara State, Nigeria: Implication on Teaching Profession

Yusuf¹,

Amzat²,

Saidin³

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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“…Among these perspectives, centralization and decentralization are two prominent but competing perspectives (Bray, 1999). From the perspective of centralization, reformers view that schools poorly managed would result in ineffective teachers and teaching (Kim, 2004). Therefore, this perspective suggests the centralization of school administration as the panacea for school education.…”

Section: Teacher Demoralization In the Context Of School Reformmentioning

confidence: 99%

“…Although there are some other goals in teaching among teachers (e.g. subject interest, realization of childhood dream, selfdevelopment, salary, social status, and occupation security), it seems that the most important goal shared by teachers is making a difference in students' lives (Hao & de Guzman, 2007;Lai, Chan, Ko, & So, 2005;Lam, 2011;Schiefele, Streblow, & Retelsdorf, 2013). In other words, it is possible that teacher demoralization is related to how teachers interpret the extent to which the school context favors them to make a difference.…”

Section: Teacher Demoralization Interpretation Of School Context Anmentioning

confidence: 99%

Teacher Demoralization, Disempowerment and School Administration

Tsang

Liu

2016

QRE

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Teacher demoralization is a concept describing the negative emotional experiences affecting teachers’ well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers’ well-being and quality of teaching reply on psychological approaches. Nevertheless, teacher demoralization is more socially constructed other than psychologically constructed. Thus, this study aims to identify the potential social causes instead of psychological roots of teacher demoralization. Using in-depth interview data, the study illustrates that school administration may, from teachers’ perspectives, structurally demoralize teachers by disempowering teachers to control over labor process of teaching and to appreciate the instructional values of work and working condition. Thus, school reformers are recommended to empower teachers to exercise control over labor process of teaching and to appreciate the instructional values of their work and working conditions.

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“…At this point, we have noticed four main gaps in the existing literature. Firstly, whereas there has been considerable research on why new teachers join the profession in metropolitan countries such as USA, UK, and Australia (Bastick, 2000, Lai et al, 2005, limited research is included about developing countries. Our study has therefore arisen in response to the need to provide a profile of Turkish students (as members of a developing nation) who have decided to undertake teaching biology as a career.…”

Section: The Problemmentioning

confidence: 99%

“…Accordingly, urban college students gave higher ratings to the importance of salary and job security, while Harvard students gave higher ratings to autonomy and the desire to change society. Other researchers dealt with the key reasons that might have influenced the career choices of student teachers (Lai et al, 2005). They created different classifications to characterize the reasons that attract people to teaching.…”

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confidence: 99%

The Attractors of Teaching Biology: a Perspective from a Turkish Context

Kılınç

Mahiroğlu

2009

AJTE

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Because the teaching occupation plays a crucial role in a country's development, policymakers and teacher recruitment units all around the world strive to understand how to attract individuals to this profession. However, research regarding the attractors of teaching has been conducted almost entirely in developed countries and has not focused on particular subject areas to be taught. In addition, only limited lists of attractors have been used. Accordingly, the main purpose of this study was to examine what attractors influence people who choose teaching biology as a career, and what about the Turkish culture has caused people to make this career choice. The sample consisted of 37 freshman biology student teachers (31 female, 6 male). The questionnaire included open-ended questions that were used to determine the student teachers' ideas about their career decisions. According to the results of this qualitative study, enjoy working with children or adolescents, enjoy biology and lightworkload were attractors that were mostly reported by student biology teachers. In addition, competitive job market, national examination system, family customs, and religious beliefs in Turkey were determinants of some attractors. Teaching Career Trends around the WorldAlthough teaching seems to be a profession considered essential for a country's well being, many countries around the world are experiencing difficulties in recruiting and retaining teachers (Watt & Richardson, 2007). Policymakers and educators have therefore made a genuine effort to direct people to teaching occupations, especially in developed countries. Despite these attempts, however, the shortage of teachers gradually increases.The OECD (Organisation for Economic Co-operation and Development) survey of schools seeks to make an international comparison of how different countries overcome the shortage of teachers. Accordingly, countries choose different ways to fill teaching vacancies. Danish school authorities, for example, prefer to have teachers work overtime, while educators in Australia report a preference for high pupil/class ratios (Fine, 2005). In some parts of the US, it has been essential to shorten the school year due to the small number of teachers (Fine, 2005). In Turkey, many teachers have been employed in two or three schools to meet the need for teachers. On the other hand, students in Nigeria have to become teachers if they desire to proceed in their own education at a Nigerian University (Eijeh, 2005). Another problem is that some teachers change their careers in the early years of working. In the US and the UK, for example, one in five teachers leave the profession within three years of entry. Despite a lack of reliable evidence, researchers estimate that about a third of teachers in Australia leave the occupation within five years of graduation (Watt & Richardson, 2007). Even though 'career changers' are not common in developing countries, unexpected decreases in the number of teachers seem to increase daily in developed countries, wh...

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Teaching as a career: a perspective from Hong Kong senior secondary students

Cited by 55 publications

References 11 publications

Factors Contributing towards Studying Education Related Courses in Institutions in Kwara State, Nigeria: Implication on Teaching Profession

Factors Contributing towards Studying Education Related Courses in Institutions in Kwara State, Nigeria: Implication on Teaching Profession

Teacher Demoralization, Disempowerment and School Administration

The Attractors of Teaching Biology: a Perspective from a Turkish Context

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