Graduate Teacher Motivation for Choosing a Job in Education

International Journal for Educational and Vocational Guidance (Impact Factor: 0.97). 08/2007; 7(2):123-136. DOI: 10.1007/s10775-007-9117-5


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.

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Available from: Roland G. Pepermans
    • "However, the status of Flemish teachers is high; they enjoy a positive image among their compatriots, who understand that teaching is a challenging and demanding occupation (Verhoeven et al. 2006). Teachers are not only motivated by intrinsic, altruistic and interpersonal features of their role (De Cooman et al. 2007) but are flexible and amenable to innovation (Ballet and Kelchtermans 2008). On a Table 1 Flemish TIMSS and PISA scores plus European and world rankings TIMSS grade 8 PISA 1995 1999 2003 2011 2000 2003 2006 2009 2012 "
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    ABSTRACT: Recent studies have indicated, particularly in the European context, that students’ mathematical successes on international tests of student achievement may not be attributable to the quality of classroom instruction, although, as is shown, this is unlikely to be the case in Flanders, the autonomous Dutch-speaking region of Belgium. Flemish students’ mathematics performance on such tests have placed them at the head of the European rankings, warranting Flanders as a site of research interest that has been largely ignored by the international community. In this paper, drawing on analyses of four sequences of five lessons, taught by teachers construed locally as competent, I explore the nature of Flemish mathematics teaching. Framed by anecdotal reports that it reflects the structuralism of the now largely abandoned Bourbakian new mathematics movement humanised by the Dutch tradition of realistic mathematics education, the analyses focus on examining not only the extent to which these traditions are manifested in Flemish classrooms but the ways in which they interact. The dominant tradition seems to be that of mathematical structuralism mediated by teachers’ use of realistic problems; a tradition not unlikely to underpin Flemish students’ repeated successes. The results are discussed in relation to research highlighting the significance on students’ achievement of the broader cultural milieu in which they and their teachers operate.
    No preview · Article · May 2015 · Journal of Educational Change
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    • "Available online at job itself is a power because the person has fun from the work he/she carries out (Cooman et al., 2007; Lin, 2007; Littlejohn, 2008; Millette and Gagne, 2008; Osterloh et al., 2001). In other words, it is known that a person with intrinsic motivation defines his or her job funny and interesting (Gagne et al., 2010). "
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    ABSTRACT: The aim of this research is to analyze job motivation level of high school teachers in Turkey. This is a descriptive research in the survey model. The population of the study is teachers who work in high schools in Karabük and Sinop. As a data collection instrument “Job Motivation Scale” developed by Aksoy (2006) was used. The frequency, percentage, arithmetical mean and standard deviation of the answers were calculated. Independent t-Test and One-Way ANOVA were performed to analyze the data. According to research findings, teachers have the highest motivation in dimension of commitment to job and the lowest level of motivation in the dimension of integration with the job. Job motivation level of teachers in high schools shows a significant difference in terms of age, tenure of office and education level while motivation of teachers do not show a significant difference in terms of teachers’ gender.
    Full-text · Article · Feb 2014 · Procedia - Social and Behavioral Sciences
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    • "A motive can be defined as 'an outcome that has become desirable for a given individual' (De Cooman et al. 2007, 125). Motives are needs that influence the paths people take in order to attain specific goals that are socially valued (Evans 1998) and are oriented towards particular activities (McKenna 1998). "
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    ABSTRACT: Difficulties in attracting student teachers have resulted in research focusing on student teachers’ motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers’ motives and their academic engagement and dropout rates at the end of their studies. A sample of 333 student teachers at a Swedish university completed a questionnaire measuring motives for becoming a teacher and their academic engagement. The best model of a confirmatory factor analyses defined three motivational factors as altruistic, intrinsic and extrinsic motives. A path analysis showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.
    Full-text · Article · Jan 2014 · Journal of Education for Teaching
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