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Journal of Academic Research 02:3(2017), pp. 18-29
1. Introduction
It has been said by many that
teachers build a nation and teaching is
thought to be the noblest among all
professions. Therefore, to meet this
expectation, the country seeks quality
among teachers. In this sense, a teacher has
to update professionally, personally and be
rightfully motivated and committed so
he/she could discharge his/her diverse tasks
and responsibilities with efficiency and
effectiveness.
Teachers‟ work is sophisticated and
multifaceted and occurs in contexts that are
demanding and “emotionally and
intellectually challenging” (Day, 2005, p.
13). As such, teaching is a profession that
requires personal commitment to maintain
enthusiasm for being actively involved in
the work (Day, 2004).
The term commitment is often used when
describing desirable attributes of a teacher.
It is a word often used to differentiate those
"caring" and "dedicated" teachers from those
who put their interests and needs first (Nias,
1989). Some teachers see their commitment
as part of their professional identity, it
defines them, and their work and they gain
satisfaction and “ a lot of enjoyment from
this” (Elliott & Crosswell, 2001,p.7)
Teacher commitment is a crucial
phenomenon to understand due to its
intimate connection with concepts such as
quality of teaching, teacher adaptability,
teacher attendance, teacher burnout, teacher
retention, organizational “health” of the
school, and student attitudes and learning
Abstract: A teacher has to update professionally, personally and be rightfully motivated
and committed so he/she could discharge his/her diverse tasks and responsibilities with
efficiency and effectiveness. This study aimed to investigate the career motivations and
commitment among pre-service teachers to recommend plans for action along teacher
education profession. Using descriptive mixed method design, a total of 255 pre-service
teachers were employed in the study. Based on the results, it was found out that pre-
service teachers are highly motivated and committed to teaching. Moreover, extrinsic
motivation factors drive these pre-service teachers while intrinsic or altruistic factors
dominate among the commitment to pursue a teaching career. This result sheds light on
career plans and programs for teacher education.
Keywords: Teaching career, teaching profession, career factors, teaching as vocation
Motivation and Commitment to Teaching
among Pre-service Teachers of a State
University in Samar, Philippines
Nora L. Lopez*, Elmer A. Irene
College of Education, Samar State University, Philippines
Nora.lopez@ssu.edu.ph@yahoo.com
JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3
19
Lopez & Irene (2017)
outcomes (Firestone, 1996; Firestone &
Rosenblum, 1988). Hence, teacher
commitment and engagement is viewed as a
foundational element in the success and
future of education (Skillback & Connell,
2004).
An investigation into teacher commitment
also serves in understanding the link
between time spent in a career and
commitment levels. In organizational
studies, the commitment has been positively
linked to age and experience (Dornstein &
Matalon, 1989). In the teacher commitment
literature, however, there exist conflicting
views on the link between career span and
teacher commitment. One position
considers teachers' commitment to decrease
progressively throughout their careers
(Fraser, Draper & Taylor, 1998). Various
stages have been identified in this process.
The enthusiasm and commitment
demonstrated by teachers at the beginning of
their careers are often followed by a time of
experimentation, after which time teachers
can experience a period of frustration and
self-doubt, often followed by stages of
conservatism and eventual disengagement
(Huberman, 1993). This progressive
decrease in commitment may affect the
teacher‟s willingness to implement changes
in the class and school environment and
decrease voluntary participation in extra-
curricular activities.
However, research conducted in
Australia suggests that this pattern of
decreasing commitment does not necessarily
apply to all teachers (Watson & Hatton,
2002). In one study, teachers who had spent
more than six years in rural schools reported
an increase in commitment (Boylan &
McSwan, 1998). In other studies, it has
been noted that experienced teachers may
continue to demonstrate high levels of
commitment to teaching, a willingness to
continue to experiment and exhibit
dedication to their students (Watson &
Hatton, 2002). Day (2004) argues that
experienced teachers who do maintain their
levels of commitment have been capable of
this because they have modified their
commitment in response to their current
personal and professional situations.
Therefore, even though there are many
studies that have examined teachers' level of
commitment throughout their careers,
consensus does not exist within these
findings.
On the other hand, according to
Sinclair, Dowson, and McInerney (2006)
and the Ministry of Education, Culture, and
Science (2007), understanding teachers'
motivation for teaching is essential to
understand how prospective teachers can be
attracted and retained. Sinclair et al. (2006)
furthermore state that it is important to
attract students with the "right" motives; a
highly motivated students will be more
engaged and committed to their training and
profession. Many schools for teacher
training accepts students were admitted not
based on their motivation to become a
teacher. In the best case, if students were
prepared to love the profession as they
progress in their schooling may produce pre-
service teachers with the right motivation.
Many enter into the course because of the
demand of the profession not because of the
love for it, in short, they enter with the
"wrong" motives. During teacher training,
these pre-service teachers experience many
facets of the teaching profession and expect
that their students desire to become a teacher
may change over time. This change over
time may even be a consequence of the
teacher training program. It is this latter
aspect that this study would like to focus.
What are the influences of the teacher
training program in promoting a change in
motivation to become a teacher, especially
JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3
20
Lopez & Irene (2017)
when it concerns the change from a "wrong"
to a "right" motive? Furthermore, this study
is interested in how pre-service teachers‟
motivation to become a teacher is related to
their commitment, as proposed by Sinclair et
al. (2006).
Manning & Patterson, (2005), on the
other hand, are with the idea that while
academic qualification, subject matter
knowledge, pedagogy and teaching skills are
important factors in determining teachers'
competency and teaching efficacy, a
knowledgeable teacher without motivation
and dedication to teaching may not sustain
quality education. In other words, the quality
of teaching is not only governed by the
knowledge and skill competence of teachers
but also their enthusiasm and commitment in
teaching (Rikard, 1999). In fact, teacher
commitment and engagement has been
identified as one of the most critical factors
in the success of education (Huberman,
1997, Nias, 1981). Thus, the recruitment and
retention of quality teachers is a crucial
issue in education.
Many studies revealed that people
entering pre-service teacher education share
a number of common motivating factors
such as the desire to work with or benefit the
students, a sense to make a difference in
their community or society through
teaching, the influence of parents, former
teachers, peers or relatives, and the
perceived benefits of a teaching job such as
career security, vacations, and salary
(Sinclair, 2008). While research into
motivation to teach has tended to focus on
pre-service teachers' initial motives for
becoming teachers, these can change in
response to their educational experience and
„real' teaching experience during teaching
practice (ibid).
Certainly, there are many reasons
accounting for the turnover of teachers.
According to Albert (2013), Philippine
public school teachers are overworked
(based on the high pupil-teacher ratio,
teaching hours per day, and teaching hours
per year). With long working hours and
larger class sizes, teachers are unlikely to
have the time, energy and opportunity for
professional development and lesson plans
especially when the curriculum is changing
so often. Philippine public school teachers
are underpaid. Salaries are stagnant.
Teachers' pay does not go up appreciably
with years of experience. Teachers' salaries
do not keep pace with inflation. Compared
to Indonesia and Malaysia, the fraction of
Philippine public school teachers under 40
years of age is much smaller. With a
significant number retiring shortly, this can
be problematic. Graduation rates in teacher
education are less than 20 percent, and for
those who graduate, only 20-30 percent pass
the licensure exam. This means only 4-6
percent of students in teaching colleges
qualify to practice the profession. The
faculty in teaching institutions lacks
advanced degrees. Less than half of higher
education faculty have degrees beyond the
bachelors' degree. Only about 10 percent
holds a doctorate. Philippine public school
teachers are leaving the country for better
conditions and opportunities.
Add to the above the high poverty
incidence in the country and these factors
alone can explain the current dismal state of
basic education in the Philippines. Education
reforms that might work must focus on these
issues first.
The problem of recruitment and
retention of quality teachers has repeatedly
been reported in literature and government
documents in different countries. For
example, in the United States, there is a
JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3
21
Lopez & Irene (2017)
shortage of qualified teachers particularly in
math and science or special education.
Moreover, there is continuing concern that
professionals are leaving the teaching field
much earlier in their careers than are
professionals from other fields (The
National Center for Education Statistics,
1997; Certo & Fox, 2002). The constant
leaving of good teachers from the teaching
profession to other careers, such as the
business and government sectors suggests
that teaching is not an attractive career to
prospective and in-service teachers
(Ingersoll, 2001; National Center for
Education Statistics, 1992)
The high poverty incidence in the
country can explain the current dismal state
of the basic education in the Philippines.
Education reforms that might work must
focus on these issues first.
The researcher, on the other hand,
had received negative feedbacks coming
from the cooperating teachers of the
different schools in Catbalogan City where
the SSU practice teachers had been assigned
during the second semester, last year. Some
cooperating teachers complained of practice
teachers who often come late; do not make
instructional materials; could not deliver the
lessons well because of lack of preparation;
and those who would log in late, but log out
early. In fact, in one of the high schools, two
practice teachers obtained very low grades
from one of the cooperating teachers for not
performing well during their practice
teaching activity.
With these presentations, the
researcher feels a deep concern that she was
prompted to get into this study of knowing
the extent of commitment to the teaching of
the pre-service teachers, amidst the bare
facts presented above. Furthermore, this
study is interested in how pre-service
teachers' motivation to become a teacher is
related to their commitment, as proposed by
Sinclair et al. (2006).
This study is significant because it
would assist education leaders and systems
at the level of both policy and practice in
identifying ways to support, stimulate and
enhance pre-service teachers‟ commitment
levels.
2. Objective
This study aimed to determine the
motivational and commitment levels of pre-
service students of Samar State University
enrolled during SY 2015-2016. It also
sought factors of motivation and
commitment derived through qualitative
method.
3. Methodology
This study used descriptive mixed
method design utilizing quantitative and
qualitative data. Survey technique was used
to conduct the level of motivation and
commitment among pre-service teachers
employed through stratified sampling. The
researcher got 75% of the total population of
the respondents for each course- Bachelor of
Elementary Education (BEED) and
Bachelor of Secondary Education (BSEd).
Specifically, there were 255 respondents
obtained of which 118 from BEEd and 137
from the BSED.
A validated and standardized
instrument was utilized in the quantitative
study. The questionnaire consisted of three
parts. Part I is the solicited personal
information from the pre-service teacher-
respondents like age, gender, course, and
family income. Part II determined the
dominant motivating factors in choosing
education as a course, using the instrument
utilized by Gu (2013) consisting of 33 items
JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3
22
Lopez & Irene (2017)
representing the reasons affecting the pre-
service teacher's choice of the course; and
27 items on the commitment that the pre-
service teacher has. For the qualitative
component, a focus group discussion was
conducted to extract the motivation and
commitment factors from the participants.
4. Results and Discussion
The data in Table 1 show that out of
the 33 motivations, the three which emerged
as the highest motivation being carried by
the COED students are 1) I have had good
teachers as role models. (4.44 HM); 2) I
have had positive learning experiences.
(4.33 HM); and 3) Teachers make a
worthwhile social contribution. ( 4.19 HM).
The result is supported by the research
studies of Moran et al. (2001) which posits
that motives for selecting teaching as a
career are various- it could be extrinsic
motives such as salary, lengthy holidays; b.
intrinsic motives such as interest, personal
experience, and intellectual fulfillment; and
c) altruistic motives as wanting to contribute
to the growth of another individual. The
highest motivations of these respondents
show that they are more driven by intrinsic
motives. It is a good point to note since it
could be implied that salaries and other
extrinsic motives are not their only priority
in taking teaching as their course.
On the other hand, the three lowest
rated motivations are 1) I have good
teaching skills, (2.62 MM); 2) Teaching
hours will fit with the responsibilities of
having a family (2.85 MM); and 3) A
teaching job will allow me to choose where I
wish to live (3.00 MM). This is an
indication that extrinsic motivations
dominate among the respondents.
These findings are the same from the
previous study of pre-service teachers who
joined the teaching profession mostly based
on extrinsic motive factor (Chan, 1998;
Yong, 1995; Young, 1995). The similarity
was probably due to the same composition
and characteristics of the samples in the
studies (e.g., educational qualification and
background). In the previous studies of pre-
service teachers (Chan, 1998; Young, 1995),
the students usually took teacher education
program as an alternate means or last resort
of continuing further study when they could
not enter their desired university programs.
Thus, they might not be intrinsically or
altruistically motivated in joining the
teaching profession.
Preservice teachers with intrinsic
motivation tend to endorse a mastery goal
leading to more adaptive teaching strategies
and better teaching performance (Malmberg,
2006; Roth et al., 2007) while those with
extrinsic motivation tend to endorse an
avoidance type of goal orientation. More
importantly, teachers' intrinsic motivation
for teaching has a great impact on students'
enjoyment and interest in learning (Reeve,
Bolt, & Cai, 1999; Wild, Enzle, Nix, &
Deci, 1999).
On the whole, the data for the level
of career motivation which is 3.83 for males
and 3.49 for females, had a combined mean
of 3.66 which is interpreted as Highly
Motivated. According to Sinclair, Dowson,
and McInerney (2006) and the Ministry of
Education, Culture, and Science (2007),
understanding teachers' motivation for
teaching is essential to understand how
prospective teachers can be attracted and
retained. Sinclair et al. (2006) furthermore
state that it is important to attract students
with the "right" motives; these students will
be more engaged and committed to their
training and profession. It is speculated that
the performance and commitment of
teachers in teaching are influenced by their
JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3
23
Lopez & Irene (2017)
motives in taking up teaching as a career,
their confidence level, efficacy, and
concerns in teaching (Day, 2004; Joeffres &
Haughey, 2001).
Table 2 shows the following three
highest commitments as gathered from the
respondents: 1) To teach to improve the
knowledge of students (4.49 HC); 2) To
Table 1 Level of Career Motivation of the Pre-Service Teachers.
No.
Item
Respondents' Category
(Xw / Interpretation)
Combined
Mean/Interpretation
Male
Female
1
Teaching is a career suited to my abilities.
3.89
HM
3.89
HM
3.89
HM
2
I have good teaching skills.
1.84
MM
3.40
MM
2.62
MM
3
I have the qualities of a good teacher.
2.58
MM
3.68
HM
3.13
MM
4
I am interested in teaching.
3.89
HM
3.94
HM
3.92
HM
5
I like teaching.
4.47
HM
3.33
MM
3.90
HM
6
I have always wanted to be a teacher.
4.32
HM
3.61
HM
3.97
HM
7
I chose to teach as a last resort career.
3.42
MM
3.59
HM
3.51
HM
8
I was not accepted into my first-choice career.
4.26
HM
3.40
MM
3.83
HM
9
I was unsure of what career I wanted.
3.37
MM
3.07
MM
3.22
MM
10
Teaching will be a secure job.
4.32
HM
3.85
HM
4.09
HM
11
Teaching will provide a reliable income.
3.16
MM
3.25
MM
3.21
MM
12
Teaching will offer a steady career path.
3.84
HM
4.03
HM
3.94
HM
13
School holidays will fit in my family
commitments.
4.16
HM
3.48
MM
3.82
HM
14
As a teacher, I will have a short working day.
4.42
HM
2.70
MM
3.56
HM
15
Teaching hours will fit with the responsibilities of
having a family.
3.11
MM
2.59
MM
2.85
MM
16
As a teacher, I will have lengthy holidays.
3.74
HM
2.79
MM
3.27
MM
17
Part-time teaching could allow more family time.
3.11
MM
3.13
MM
3.12
MM
18
A teaching job will allow me to choose where I
wish to live.
3.42
MM
2.58
MM
3.00
MM
19
A teaching qualification is recognized everywhere.
4.47
HM
3.14
MM
3.81
HM
20
Teaching will be a useful job for me to have when
travelling.
3.63
HM
3.31
MM
3.47
MM
21
Teaching will allow me to shape child/adolescent
values.
2.95
MM
3.81
HM
3.38
MM
22
Teaching will allow me to have an impact on
children/adolescent.
4.32
HM
4.03
HM
4.18
HM
23
Teaching will allow me to work against social
disadvantage.
3.16
MM
3.04
MM
3.10
MM
24
Teaching will allow me to raise the ambitions of
underprivileged youth.
4.11
HM
3.82
HM
3.97
HM
25
Teaching will allow me to provide service to the
society.
4.16
HM
4.16
HM
4.16
HM
26
Teachers make a worthwhile social contribution.
4.58
VHM
3.80
HM
4.19
HM
27
I want to work in a child/adolescent- centered
environment.
4.05
HM
3.73
HM
3.89
HM
28
I like working with children/adolescents.
4.16
HM
3.59
HM
3.88
HM
29
I have had good teachers as role models.
4.79
VHM
4.09
HM
4.44
HM
30
I have had positive learning experiences.
4.84
VHM
3.82
HM
4.33
HM
31
People I have worked with think I should become
a teacher.
3.68
HM
3.31
MM
3.50
MM
32
My friends think I should become a teacher.
4.26
HM
3.33
MM
3.80
HM
33
My family thinks I should become a teacher.
4.00
HM
3.75
HM
3.88
HM
Grand Mean
3.83
HM
3.49
MM
3.66
HM
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Lopez & Irene (2017)
Table 2 Level of Commitment of the Pre-Service Teachers
No.
Item
Respondents' Category
Xw/Interpretation
Combined
Mean/Interpretation
Male
Female
1
To teach to improve the
4.37
HC
4.61
VHC
4.49
HC
2
To teach them with passion because it
is my aspiration in life
3.63
HC
4.00
HC
3.82
HC
3
To try my best to help develop
3.89
HC
3.85
HC
3.87
HC
4
To try my best to teach no matter how
bad students would behave
3.32
MC
3.79
HC
3.56
HC
5
To consider teaching as my first
3.53
HC
3.52
HC
3.53
HC
6
To consider teaching different
3.47
MC
3.86
HC
3.67
HC
7
To look at my teaching
4.37
HC
3.63
HC
4.00
HC
8
To work hard for the school
3.00
MC
3.68
HC
3.34
MC
9
To upgrade myself in order to
3.68
HC
3.71
HC
3.70
HC
10
To be proud of the school
4.32
HC
3.90
HC
4.11
HC
11
To prefer working at this school
3.53
HC
4.20
HC
3.87
HC
12
To deal with the future of the
3.79
HC
3.82
HC
3.81
HC
13
To perceive the school as the
3.74
HC
3.30
MC
3.52
HC
14
To spend time with the students
3.95
HC
3.59
HC
3.77
HC
15
To be proud of my colleagues
4.16
HC
3.62
HC
3.89
HC
16
To accomplish the job with
4.68
VHC
3.78
HC
4.23
HC
17
To get information about the
4.53
VHC
3.81
HC
4.17
HC
18
To try to do the best for the
3.95
HC
3.75
HC
3.85
HC
19
To enjoy teaching
4.47
HC
3.83
HC
4.15
HC
20
To take the choice of becoming a
4.42
HC
4.01
HC
4.22
HC
21
To be proud of being a teacher
3.63
HC
3.83
HC
3.73
HC
22
To perceive the values of
3.37
MC
3.34
MC
3.36
MC
23
To perceive teaching occupation
4.53
VHC
3.81
HC
4.17
HC
24
To desire to well-known in the
2.95
MC
3.22
MC
3.09
MC
25
To continue teaching without
3.42
MC
3.56
HC
3.49
MC
26
To have the perception of being
3.84
HC
3.72
HC
3.78
HC
27
To treat other teachers in other
4.00
HC
3.70
HC
3.85
HC
Grand Mean
3.87
HC
3.76
HC
3.81
HC
accomplish the job with enthusiasm (4.23
HC); and 3) To take the choice of becoming
a teacher as the best decision in life (4.22
HC).
"To teach to improve the knowledge
of students " and " To accomplish the job
with enthusiasm " suggest that the preservice
teachers in the present study had high
commitment in their teaching work, caring
much about their students' learning and
development, as well as the development of
the schools they teach, implying they had
reached the highest level of teachers'
JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3
25
Lopez & Irene (2017)
concern (impact concerns) according to the
Fuller (1969) model of concerns.
Looking at the other side, the three
least rated commitment among the 27-
commitment statements were 1) To desire to
be well known in the teaching profession,
(3.09 MC); 2) To work hard for the school,
(3.34 MC); and 3) To continue teaching
without much thoughts on economic needs,
(3.49 MC). The grand mean, 3.81 is
interpreted as Highly Committed.
As indicated in this study, personal
factors such as the "Intrinsic/Altruistic"
motive to choose to teach as a career is
significantly related to teacher commitment
to teaching.
The results suggest that, when trying
to attract students to the profession and
trying to retain them on the teacher-training
program, it is important to focus on motives
such as social utility motives or perceived
teaching abilities.
The set of core values and beliefs in
helping students' learning and development
should be promoted in teacher education
program, allowing teachers' constant
reflection and support at the institution level.
As concluded by Day et al. (2005), whether
teachers are mobilized and ready to respond
to new challenges and changing
circumstances very much depend on sets of
core values-based identities which are
related too strongly held purposes and
principles of care and commitment to pupils'
learning and achievement. The negligence of
these core identities in the management and
implementation of change and reform
agendas is likely to result in a decline in pre-
service and in-service teachers the very
qualities essential to sustain their passion
and commitment for high-quality teaching
During the Focus Group
Discussions, preservice teachers were given
an opportunity to share their experiences as
College of Education students. One focus
group discussion was conducted among
twelve students from Bachelor of
Elementary Education and Bachelor of
Secondary Education. The proceedings of
focus group discussions were transcribed
verbatim.
The presentation of results was
organized into two major parts. The first part
addresses the reasons that „compelled'
teachers to join the teaching profession. The
second part looks at their commitment to the
teaching profession when they become one.
On their motivation to teach, the researcher
focused on the three most dominant reasons.
On Motivation
Here are the three motivations
common to the respondents:
1. „I want to teach children‟
The analysis of the proceedings of the
focus group discussion revealed three major
reasons that motivated teachers to join the
teaching profession. The first prominent
reason that emerged during the discussion is
the motivation to teach children. They
would like to share their knowledge with
their future pupils/students. They love
teaching kids. Moreover, they would like to
teach children and touch their lives. This has
relevance to the third common motivation
in the survey which is; "Teachers make a
worthwhile social contribution.“
2. „I love teaching‟
The second reason that was cited as a
factor that compelled the preservice teachers
to join the profession was they love
teaching. They always wanted to become a
teacher ever since. Some of the participants‟
JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3
26
Lopez & Irene (2017)
remarks are illustrated by their quotes. I
wanted to continue the profession and found
myself falling in love with teaching. Since
high school, I already had in mind that I
would be teaching because it is a very
inspiring job. Another respondent says; “I
joined the teaching profession because I like
the profession and I believe it is the best way
to serve the society.” Another respondent
opines: “I feel like teaching profession is my
vocation and my mission is to help and
impart knowledge.” This has relevance to
the third common motivation in the survey
which is; “Teachers make a worthwhile
social contribution. “
3. „I was influenced by my parents and
significant others‟
There were respondents who explained
that they would like to join the teaching
profession because of the influence of their
parents and/or other close relatives. It is
observed that they want to join the teaching
profession because their parents or other
close people who are important to them are
teachers. And yet a respondent mentioned
that she opted to become a teacher because it
runs in the family – both parents are
teachers. One says; "It is a desire in our
family to be one of the licensed teachers.”
One response was extrinsic though. “I
think teaching profession can provide my
basic needs and also my family needs.”
In addition to these three most
common responses, are the following: “I
want to make a difference in people‟s lives.”
“I want to educate and inspire people.” “I
want to become a professional teacher to
serve our nation.” Another respondent
mentions: “I want to become a big part of
the lives of every pupils/student and change
them and mold them to become good
citizens.” “I have the passion for teaching.”
“I think teaching profession can provide my
basic needs and also my family needs.” On
sharing knowledge, one stated: “I want to
impart/share more knowledge with students,
the interesting knowledge that I have gained
in school.”
About the three motivations that
drove the students to take education were
that they have good teachers as role models
and that they have had positive learning
experiences. This was confirmed by one of
the respondents of the Focus Group
Discussion when she said: “The experience
that influenced me was during our Field
Study observations when I observed a
teacher who patiently taught his students
who were hard-headed and "pasaway”. He
passionately taught even though it was hard
but he still did it for the students to learn.
On that point, I realized that I want to be
like him too.”
On Commitment
On the other hand, the respondents
were also asked about their commitment to
teaching when they will be in the service.
The respondents gave the following
common commitments:
1. „I will not stop studying and learning
for my professional growth.‟
The respondents are willing to grow
professionally and never stop learning. “I
am willing to learn more, and I will not stop
from learning.” “I will be patient all the time
in order to learn more.” “I will do my best
to improve professionally and personally for
the betterment of my teaching profession
and education. ”These are just some of the
statements given by the respondents when it
comes to their commitment to teaching.
2. „Use lot of materials/strategies where
children can gain more knowledge.‟
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The second common commitment from
among the respondents is on the use of
different strategies for the enhancement of
the knowledge of students/pupils by using
different materials and/or strategies. “I will
be equipped with the essential knowledge for
teaching using varied materials and
strategies to suit the needs of my children.”
Another one stressed by saying; “I will use
different learning strategies.”
3. „No giving up on students/pupils.‟
The third commitment that emerged
from the responses is on students‟ welfare.
One shared her commitment by assuring that
she can handle her students. One mentions
her commitment by saying that she would
influence her children and touch their lives.
Still one says, “I would be an efficient and
effective teacher for my children.” One
respondent assured by saying, “I would
always ask or solicit student’s feedback.” “I
will teach my students the best that I can.” “I
am willing to teach children as long as I
can, and I will give my all best in order to
make the change in their lives.” These are
some of the commitment shared by the
respondents on their becoming a teacher
someday.
Aside from the mentioned responses,
worth mentioning too, are the following: “I
would make a good lesson plan to ensure the
achievement of my target objectives.” This
was also supported by another respondent
who says that she would always plan her
lesson and would always have a backup plan
in anticipation if something goes wrong.
One commits to be prepared at all times.
Still, one respondent is committed to
keeping herself abreast of the time. One
preservice teacher says; “I would always be
motivated to do such things as learning is
fun, not a burden.” On curriculum, one says;
“I will always be prepared and adapt the
changes in the curriculum; “while one says;
“Be aware of the curriculum.”
5. Conclusion and Recommendations
Good teaching is affected not only
by the knowledge and pedagogy of teachers,
but also their passion for teaching, which is
associated with enthusiasm, caring,
commitment, and teaching efficacy.
Extrinsic and intrinsic factors could play and
are fundamental to raising standards. It is
clearly both the responsibility of the teachers
and the schools to ensure that teachers can
continue and sustain passion, to exercise the
love, care and respect necessary to good
teaching and carry on for a better future
(Day, 2004).
In view of the findings of this study,
the following recommendations are made
intending to fostering preservice teachers‟
motivation and commitment to the teaching
profession. First, the government and other
stakeholders and the teacher education
institution should seriously instill in the
minds of the students, the nobility and the
urgency of the profession in addressing the
needs of the country of more intrinsically
motivated teachers, more dedicated and
proficient teachers in order to attract other
incoming students by making their years in
the institution more enjoyable, worthwhile,
and meaningful. The College of Education
should live up to the expectations of
everyone in turning out more graduates who
are excellent and disciplined leaders and
devoted service providers.
There should also be a regular
training program for school leadership and
values formation because studies have also
revealed that many teachers in many schools
are disappointed with their school
administration (Mkumbo, 2011), which
further tends to erode their teaching
commitment and morale.
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