Graduate teacher motivation for choosing a job in education

International Journal for Educational and Vocational Guidance (Impact Factor: 0.97). 01/2007; 7(2):123-136. DOI: 10.1007/s10775-007-9117-5

ABSTRACT This article compares individuals already in teaching and non-teaching teacher graduates, and explores the motivation to pursue a teaching job based on job motives and work values. From the response of 241 recently graduated teachers it may be concluded that teachers consider intrinsic, altruistic and interpersonal features as strong job-specific motivators. Furthermore, teachers prefer altruistic and interpersonal work values, while non-teachers are more attracted by individualistic work values such as career opportunities and executive power.
Dieser Artikel stellt unter Absolventen eines Lehramts-Studiengangs einen Vergleich zwischen einer Gruppe an, die in eine
Lehrertätigkeit einmündete, mit einer anderen Gruppe, die in eine andere als eine lehrende Tätigkeit mündeten. Aus den Antworten
von 241 Lehrern, die kürzlich ihr Studium abgeschlossen hatten, kann die Schlussfolgerung gezogen werden, dass Lehrer sich
vor allem an intrinsischen, altruistischen und interpersonellen Motivatoren orientieren. Weiterhin bevorzugen Lehrer auch
altruistische und interpersonelle Werthaltungen, während sich Nicht-Lehrer stärker angesprochen fühlen von individualistischen
Werthaltungen wie Aufstiegsmöglichkeiten und Durchsetzungsmacht/Einfluss.
En este artículo se hace una comparación entre profesores que tienen un empleo relacionado con la educación y los que no.
Explora la motivación para elegir un trabajo en la enseñanza en función de motivos laborales y del puesto de trabajo en sí.
De 241 profesores encuestados recién titulados se puede concluir que el profesorado considera los aspectos intrínsecos, altruistas
e interpersonales como motivos importantes específicos relacionados con el trabajo. Además, los profesores prefieren los valores
laborales altruistas e interpersonales, mientras que los que no ejercen como profesores se sienten más atraídos por valores
individualistas como las oportunidades de promoción en su carrera y por cargos de poder.
Cet article compare les professeurs diplômés qui exercent une activité professionnelle dans l’enseignement à ceux qui l’exercent
ailleurs. Il explore la motivation à poursuivre un métier d’enseignement sur la base des motivations pour le métier et des
valeurs au travail. Des réponses de 241 personnes récemment diplômées professeurs, on peut conclure que les enseignants considèrent
les traits de motivation intrinsèque, altruiste et interpersonnelle comme les plus spécifiques pour leur travail. De plus,
les enseignants marquent leur préférence pour les valeurs de travail altruistes et interpersonnelles, tandis que les non-enseignants
sont plus attirés par des valeurs de travail individualistes telles que les opportunités de carrière et le pouvoir de décision.

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