Why Teach?

Gratacós, Gloria; Gómez, Ernesto López; Muñoz, Guiomar Nocito; Sastre, Santiago

doi:10.1017/9781316225202.003

Cited by 12 publications

(5 citation statements)

References 41 publications

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“…Teachers research and innovate to add to the existing knowledge through the teaching-learning process, which helps them build their personal brand, as well as helping the institution through better accreditation and ranking (Ghaith & Yaghi, 1997;Guskey, 1988). It can be inferred from the results that teachers perceive the virtual teaching as a high demand and expert career with content expertise which corroborates with the perception of teachers teaching in past studies (Gratacós et al, 2017;Lee et al, 2019;Watt et al, 2012). In the virtual setting, this could be a result of teachers learning new software, understanding technology and trying to catch up with the new virtualteaching challenges being faced by them every day (Mishra et al, 2020).…”

Section: Discussionsupporting

confidence: 78%

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Rana

Singh

Singhania

et al. 2021

Global Business Review

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The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

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Section: Discussionsupporting

confidence: 78%

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Rana

Singh

Singhania

et al. 2021

Global Business Review

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“…As in the case of the Australian sample, US participants also rated task returns, in particular salary, very low (Lin et al, 2012;Watt et al, 2012). A similar trend was noticed in Spain (Gratacós et al, 2017), Norway (Brandmo & Nesje, 2017) and Estonia (Taimalu et al, 2017), with participants rating high on task demands and low on returns. Interestingly, the German and Swiss studies have reported participants rating high on salary (König et al, 2016).…”

Section: Moti Vations and Te Aching Perceptionssupporting

confidence: 70%

“…This trend was reflected in other parts of Europe, including Croatia (Jugović et al, 2012), Serbia (Simić et al, 2022) and the Netherlands (Fokkens‐Bruinsma & Canrinus, 2014). Intrinsic career values were rated highest in a Spanish context (Gratacós & López‐Jurado, 2016; Gratacós et al, 2017), along with social utility values.…”

Section: Motivations and Teaching Perceptionsmentioning

confidence: 99%

The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England

George

Thornby

2023

British Educational Res J

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Why teachers choose their career has been a popular topic of research in many contexts since the introduction of the FIT‐Choice framework by Watt and Richardson in 2007 to study teacher motivations. Although altruistic motivations have been identified as the common driving factor behind preservice teachers' (PSTs') decision to enter the field, there are other motivational factors—such as teaching being a career that fits well with family commitments, or choosing teacher education as a ‘fallback’ option—that are widely reported in different contexts. The introduction of incentives for student teachers in certain subjects has been subject to media criticism in England as promoting ‘bursary tourism’. This study investigates the career entry motivations and teaching perceptions of PSTs from a university that is one of the key teacher education providers in the country, using the FIT‐Choice framework. The paper discusses the findings (N = 115), including validation of the FIT‐Choice scale, collecting data on 12 motivations and six perceptions, along with preliminary findings. It was identified that intrinsic career values were the highest rated motivation, followed by altruistic values such as the desire to make a social contribution and being a part of shaping the future of children and adolescents. Perceived abilities were also rated higher, while personal utility values and task returns— including monetary rewards—were rated very low. While the participants agreed that the job is professionally and emotionally demanding, it was promising to note that they were highly satisfied with their career choice, implicitly indicating their intention to continue in the teaching profession. Gender differences, along with field of study and training pathway differences in motivations and teaching perceptions are also discussed, with practical implications.

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“…Existen, sin embargo, variaciones considerables en las creencias vinculadas con la profesión (Watt et al, 2012). En particular en España, un estudio realizado con una muestra de futuros docentes de pre-primaria y primaria encontró que, si bien la satisfacción con la carrera elegida es alta, la puntuación de los factores asociados a la percepción sobre el estatus de la profesión y las condiciones salariales es baja, alejándose del patrón internacional (Gratacós et al, 2017).…”

Section: El Modelo Fit-choiceunclassified

Factores que influyen en la elección de la carrera docente en escuelas secundarias técnico-profesionales chilenas

Sevilla

Madero

2023

EPAA

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A diferencia de los docentes de formación general (FG), los docentes formación diferenciada (FD) técnico profesional eligen la docencia como segunda carrera, luego de haber ganado experiencia en el mercado laboral. Este artículo examina sus motivaciones y percepciones distintivas en el ejercicio de la profesión docente, utilizando una versión adaptada del modelo de factores que influyen en la elección de la carrera docente (FIT-Choice). El modelo se aplica en una muestra de 1.117 docentes de FG y FD en escuelas secundarias técnico-profesionales chilenas. Se encuentra que ambos tipos de docentes coinciden en reportar motivaciones intrínsecas y altruistas, además de la habilidad por la enseñanza, como principales determinantes de la elección de la docencia. En cambio, los docentes de FD, en contraste con los de FG, valoran también la utilidad personal que la docencia reporta, por lo que exhiben en mayor medida múltiples motivaciones para el ejercicio de su profesión. Esto aun cuando el ingreso a la docencia no fue una alternativa buscada, sino el resultado de “circunstancias” que se presentaron en su trayectoria profesional. A partir de estos hallazgos se emanan recomendaciones de política de atracción docente en escuelas técnico-profesionales que reconocen el perfil distintivo de los docentes de FD.

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Why Teach?

Cited by 12 publications

References 41 publications

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England

Factores que influyen en la elección de la carrera docente en escuelas secundarias técnico-profesionales chilenas

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