Using an Expectancy-Value Model to Understand Teaching Motivation among Nontraditional Preservice Teachers: A Phenomenological Study Approach

Motivation Status of Social Studies Teachers

“…Ayrıca öğretmenliği seçimde çocuklarla çalışma, aileye zaman ayırma ve iş sahibi olma faktörleri de etkili bulunmuştur. Bu sonuçlar diğer çalışmalarla tutarlıdır (Bilim, 2014;Deniz, Doğan ve Şahin, 2018;Fokkens-Bruinsma ve Canrinus, 2012;Jugović, Marušić, Ivanec ve Vidović, 2012;Kılınç vd., 2012;Richardson ve Watt, 2006;Thomson ve Palermo, 2018;Topkaya ve Uztosun, 2012;Yüce, Şahin, Koçer ve Kana, 2013). Çalışmanın önemli sonuçlarından biri, olumsuz motivasyon faktörü olan yedek kariyerin katılımcıların öğretmenliği seçiminde etkili olmasıdır.…”

“That’s What You Want to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations”: Stories of Becoming, Being and Unbecoming an Early Childhood Teacher

“…In Western society, research has found that the attraction to teaching is formed mostly by the intrinsic and altruistic motivators to shape the future of and work with children (Thomson & Palermo, 2018), alongside an innate calling to teach (Bullough & Hall-Kenyon, 2011). Overall, it appears as though individuals perceive teaching as an avenue to effect change by being a role model to young people who contribute to society (Watt & Richardson, 2007;Thomson & Palermo, 2018).…”

“…Irene explained "being in a small town, it (teaching position) was only three days a week and because I had young children, three days a week was great". Thomson and Palermo (2018) describe these motivators for becoming an ECT as reflecting participants' personal utility values, such as wanting job stability, a higher salary, and the ability to balance work with family responsibilities. These extrinsic motivations are commonly cited by career changers who are looking for job security, professional prospects and a stable and reasonable income (Howes & Goodman-Delahunty, 2015).…”

Motivational beliefs among nontraditional prospective teachers from the United States: expectancies and values

“…Contributions from such research could lead to reforms in educator preparation programs as well as preparing more effective and committed teachers (Manuel & Hughes, 2006). Since many of the teaching population among Australia, the United States, and several European countries are aging (Thomson & Palermo, 2014;Thomson & Palermo, 2018;Watt & Richardson, 2007), research conducted now will be influential in policymaking, teacher training and recruitment for the future. If there are trends in motivations and expectancies, researchers can draw conclusions about those trends and give suggestions for teacher education programs in terms of recruitment of new students.…”

“…If there are trends in motivations and expectancies, researchers can draw conclusions about those trends and give suggestions for teacher education programs in terms of recruitment of new students. Research on teacher motivation describes three main factors illustrating why teachers choose to teach: perceived benefits of the career or reasons why one would want to teach, perceived negative aspects of teaching or why one would not want to teach, and various other factors such as commentary on the profession, working conditions (Thomson, 2018;Thomson & McIntyre, 2013;Thomson & Palermo, 2014;Thomson & Palermo, 2018). Common reasons listed for choosing the teacher career include the love for working with children, personal fulfillment, job security, having a calling to teach, and being able to influence others as a role model.…”