Close to the Heart or Close to the Home? Motivational Factors Influencing EFL Teaching as a Career Choice among Female Arab-Israeli Students

Garra-Alloush, Iman; Chaleila, Wisam Abughosh; Watted, Abeer

doi:10.5539/elt.v14n1p48

Cited by 6 publications

(7 citation statements)

References 14 publications

(19 reference statements)

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“…This finding is in accord with several previous studies (e.g. Alloush et al, 2020;Başöz, 2021;Topkaya & Uztosun, 2012). The results of their study also show that choosing teaching as a fallback career is undoubtedly the last preferred motivating factor with the lowest rating.…”

Section: Discussionsupporting

confidence: 92%

“…In the English educational field, there are a number of studies from different countries which examine the motivational factors that lead student teachers who take English education study programs to pursue an English teaching profession, such as Korea (Jeong, 2016); Turkey (Topkaya & Uztosun, 2012); Arab (Alloush, Chaleila & Watted, 2020); and Thailand (Poomdaeng, Prabjandee & Kewara 2020). In the Indonesian context, most studies tend to focus on exploring intrinsic, extrinsic, and altruistic motivating factors.…”

Section: Introductionmentioning

confidence: 99%

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Motivational Factors Influencing Pre-Service EFL Teachers to Choose Teaching as A Future Career

Asriani

Apriliaswati

Riyanti

2022

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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Motivation to choose teaching profession has a significant role in the professionalism and commitment to the teaching profession. This study investigates motivational factors that influence pre-service teachers of English Education Study Program at FKIP Tanjungpura University, Pontianak to choose teaching as a future career. Unlike the previous research in the Indonesian context that mostly used intrinsic, extrinsic, and altruistic motivation frameworks, this study used a motivational framework by Watt & Richardson (2007) named FIT-Choice Scale. This research was conducted using a survey method. The number of participants in this study is 216 pre-service teachers. By using an online questionnaire that contains close-ended questions adapted from FIT-Choice scale and open-ended questions, the findings show that the main motivational factors that influence the pre-service teachers to choose English teaching as a future career are subject interest (M: 6.13), intrinsic career value (M: 5.78), social utility value (M: 5.75), and prior teaching and learning experience (M: 5.79). Moreover, related to the belief about teaching, the pre-service teachers perceive teaching as a profession with high task demand (M: 5.40), but they rated task return lower (M: 4.91). Furthermore, the researchers also identified other motivational factors mentioned by participants in open-ended questions named religious, personal and professional development, and dual benefit of learning to become an English teacher.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Motivational Factors Influencing Pre-Service EFL Teachers to Choose Teaching as A Future Career

Asriani

Apriliaswati

Riyanti

2022

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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“…Teaching self-efficacy might also be related to career choice since it can be considered as a motivational process (Kim, 2015;Bilim, 2014). Garra-Alloush, Chaleila, and Watted (2021) examined motivational factors influencing teaching as a career choice among female Israeli-Arab students and found that their future career choice was mainly driven by intrinsic values and a strong interest in teaching English as a foreign language. Extrinsic factors, such as the belief that the profession can help balance motherhood and professional life perfectly and that it can ensure a comparatively comfortable lifestyle were significant findings.…”

Section: Factor Influencing Pre-service Teachers To Pursue Teaching A...mentioning

confidence: 99%

Why Choose Electrical Subjects? Profiling and Analyzing Motivations of Kuwaiti Pre-Service Teachers

Alanezi¹

2022

IES

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The aim of this study was to determine factors that influence Kuwaiti pre-service teachers’ choice of Practical Electrical Subjects by profiling and analysing their motivations. Unlike previous studies that focused on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations, this study uses the interpretive lens of Expectancy Value Theory which forms the foundation for the Factors Influencing Teacher Choice model to analyse and describe factors that influence the pre-service teachers’ career choice decisions. One hundred fifty-six pre-service teachers enrolled in a teacher education programme completed the Factors Influencing Teacher Choice survey on which they rated 25 motivational factors. T-tests and One-way ANOVA were used to examine differences based on gender and year of study. Self-efficacy beliefs, social utility value, time for family, job security and prior teaching and learning experiences were important career choice determinants. Fall back career was the least important motivational factor. Gender was found to significantly influence their career choice while year of study did not significantly influence their decision. In general, female pre-service teachers appeared to be more motivated to choose teaching electricity as a practical subject than males. The pre-service teachers’ year of the study showed significant variations only regarding social utility values and fallback career. The results of this study would contribute to existing literature on factors influencing pre-service teachers to choose a teaching career that involves vocational or practical subjects’ teachers. Some theoretical and practical implications are drawn for pre-service teacher education.

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“…In addition, the cross-country design of our investigation implies the consideration of arguments advanced by teachers from two countries to explain what might make work-family integration easier for them. Along with the common interest, it is important to acknowledge that the socio-cultural context of a specific society is essential to gain a deeper understanding of the participants' perspectives (Garra-Alloush et al, 2021;Topkaya & Uztosun, 2012).…”

Section: Work-family Conflict In the Teaching Contextmentioning

confidence: 99%

The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: Self-related vs. context-related arguments

Arcidiacono

Bova

Ben-Uri

et al. 2022

SJER

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Research related to the integration of the demands of work and family highlights the difficulties teachers experience in handling their careers and private lives. The goal of this study is to examine the arguments they use to explain what might make work-family integration easier for them. A questionnaire has been administered to 728 teachers in Israel and Switzerland, two countries dealing with teachers’ work-family relations. Through a qualitative analysis of the types of arguments advanced by teachers, the reconstruction of their reasoning (for the topical and endoxical components) has been performed. Results reveal that the support of family and institution are advanced as critical aspects in both countries. Implications in shaping teachers’ attitudes towards work-family integration are discussed.

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Close to the Heart or Close to the Home? Motivational Factors Influencing EFL Teaching as a Career Choice among Female Arab-Israeli Students

Cited by 6 publications

References 14 publications

Motivational Factors Influencing Pre-Service EFL Teachers to Choose Teaching as A Future Career

Motivational Factors Influencing Pre-Service EFL Teachers to Choose Teaching as A Future Career

Why Choose Electrical Subjects? Profiling and Analyzing Motivations of Kuwaiti Pre-Service Teachers

The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: Self-related vs. context-related arguments

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