A Study on Korean EFL Pre-Service Teachers' Motivations in Choosing Teaching as a Career

Jeong, Kyeong-Ouk

doi:10.1109/platcon.2016.7456779

Cited by 9 publications

(19 citation statements)

References 11 publications

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“…To achieve the Indonesia's 2045 "Golden Generation" vision, teachers' contribution in shaping young generation plays a crucial role. These findings supported those of some prior studies (see [12], [13]) which showed that altruistic motivation served as an influencing factor in the decision to become teachers.…”

Section: Findings and Discussionsupporting

confidence: 92%

“…Her love of the English subject finally influenced her decision to take English language department and to become an English teacher. In a study conducted by K. O. Jeong [13], the findings revealed that love of English as a subject motivated Korean pre-service teacher to be EFL teachers. Despite the nature of English as a foreign language on which many people found it difficult, the participants of the studies loved English as a subject they learnt; therefore, this attitude finally attracted them to teach the subject.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…This finding contradicts the motive to become teachers among Korean pre-service teachers. In K. O. Jeong's study [13], Korean pre-service teachers were motivated to be teachers as they could have long holiday. This discrepancy can be explained by the tasks and responsibility Indonesian teachers have.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Extrinsic motivation showed the least impacts on the pre-service teachers' decision to take teaching as their career choice. In addition, K. O. Jeong [13] conducted a study to examine the motives 102 Korean pre-service EFL teachers had in choosing teaching as their career. The result indicated that the pre-service teachers were altruistically motivated to be EFL teachers as they wanted to help and guide their students.…”

Section: B Prior Studies On Efl Teachers' Career Motivationmentioning

confidence: 99%

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Exploring Career Motivation of Indonesian Pre-service EFL Teachers

Lestari¹,

Arfiandhani²

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (Ico

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Pre-service teachers may hold different motives in choosing a career path as a teacher. The present study aims at investigating the types of motivation to choose a career as an English teacher among participants from a teacher training program in a private university in Yogyakarta, Indonesia. Of 23 students as the total population, it was found that 14 of them reported being motivated to take teaching as their future profession and met the criteria to be the respondents. A 24-item questionnaire was distributed online to the 14 respondents (N=14) to see the types of motivation the pre-service teachers had in their career choice. Of the result of the questionnaire, four students with the highest motivational level were purposefully selected to participate in a focus group interview and asked to describe their motivation to be English teachers. The findings indicated that the pre-service EFL teachers were dominantly motivated by altruistic and intrinsic motives in choosing to be EFL teachers. Extrinsic motivation, on the other hand, seemed to bring the least contribution in the pre-service teachers' decision to take teaching as a profession. Implications and future recommendations were offered.

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Section: Findings and Discussionsupporting

confidence: 92%

Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Section: B Prior Studies On Efl Teachers' Career Motivationmentioning

confidence: 99%

See 2 more Smart Citations

Exploring Career Motivation of Indonesian Pre-service EFL Teachers

Lestari¹,

Arfiandhani²

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (Ico

View full text Add to dashboard Cite

show abstract

“…Extensive attention has been paid to teacher motivation in developed countries mainly arising from the need to address teacher shortage and retention problems (OECD, 2005). Previous studies conducted in the Netherlands (Canrinus & FokkensBruisma, 2011;Fokkens-Bruinsma & Canrinus, 2012), USA (Hayes, 1990), Australia 2007 and Korea (Jeong, 2016) reported intrinsic and altruistic reasons such as love of children and desire to make a positive impact in pupils' lives to be primary motivations for education majors. On the other hand, the findings of studies conducted in developing countries such as Brunei (Yong, 1995), Zimbabwe (Chivore, 1998), and Indonesia (Mukminin, Rosmiati, & Ariyanti, 2016) revealed that teachers were extrinsically motivated due to reasons such as salary, job security, and career status.…”

Section: Background To the Studymentioning

confidence: 97%

Motivations and Concerns: Voices from Pre-service Language Teachers

Kavanoz¹,

Yüksel²

2017

AJTE

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Who becomes a teacher and why?

See

Munthe

Roß

et al. 2022

Review of Education

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This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be teachers or not. Four search engines, including Google and Google Scholar and five electronic databases identified 517 studies of which 212 were included in this narrative synthesis. These studies highlighted three main motivating factors: intrinsic, altruistic and extrinsic, although the order of the ranking varies with subjects, phase of education and gender of teachers. In general, these studies reported that women are more likely to report being motivated by intrinsic and altruistic reasons, while men are more likely to cite extrinsic reasons. Across all cultures, men are reported to be more strongly influenced by social norms and expectations and were less likely to choose primary and early years teaching. Women are also more likely to experience higher levels of career satisfaction and less social dissuasion than men. Research on motivation to teach is also often focused only on those who have already made the decision to teach. Therefore, policies based on these studies might only be attracting those who are already persuaded. This paper argues that to improve recruitment of under-represented groups (e.g., males and STEM subject graduates), attention should instead be on those who might otherwise have gone into teaching, but have not. For this group, the review found that it is the status of the profession, the working environment and salary over the long term that are important.

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A Study on Korean EFL Pre-Service Teachers' Motivations in Choosing Teaching as a Career

Cited by 9 publications

References 11 publications

Exploring Career Motivation of Indonesian Pre-service EFL Teachers

Exploring Career Motivation of Indonesian Pre-service EFL Teachers

Motivations and Concerns: Voices from Pre-service Language Teachers

Who becomes a teacher and why?

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