Factors influencing teaching choice, professional plans about teaching, and future time perspective: A mediational analysis

Eren, Altay; Tezel, Kadir Vefa

doi:10.1016/j.tate.2010.05.001

Cited by 103 publications

(87 citation statements)

References 49 publications

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“…The present study used the Turkish translation of the FIT-Choice scale, which was translated by Eren and Tezel (2010). As reported by Eren and Tezel (2010), Cronbach's alpha reliability coefficients of the scale's Turkish version yielded good results as ranging between.77-.95 for motivation factors, .79-.88 for beliefs about teaching factors, and .87 for career choice satisfaction factor. Participants rated their agreement with the items on a 7-point Likert scale (7 = extremely important, 1 = not at all important for motivation items; and7=extremely, 1 = not at all for beliefs about teaching and satisfaction with choice items) (Eren and Tezel, 2010;Richardson and Watt, 2006;Watt and Richardson, 2007).…”

Section: Fit-choice Scalementioning

confidence: 71%

“…Previous research has shown that intrinsically motivated teacher candidates were motivated to learn more and had a lower level of anxiety related to learning (Aktürk, 2012). On the other hand, those who chose the teaching profession as a fallback career were uncertain to remain in the profession (Eren and Tezel, 2010;Fokkens-Bruinsma and Canrinus, 2012a;Watt and Richardson, 2007), had low academic performance (König and Rothland, 2012;Özder et al, 2010), and held more negative attitudes towards teaching (Akpınar et al, 2006;Bozdoğan et al, 2007;Özder et al, 2010). Moreover, other studies also found relationships between burnout and disliking the career chosen (Akansel et al, 2012) and being uncertain about choosing the right career (Cephe, 2010).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Others found that intrinsically motivated prospective teachers had greater occupational respect than extrinsically motivated prospective teachers (Ünal and Şimşek, 2008); intrinsically motivated prospective teachers planned to exert more effort in the profession (Fokkens-Bruinsma and Canrinus, 2012a;Watt and Richardson, 2007); and intrinsically and altruistically motivated teacher candidates were motivated to learn more and had a lower level of anxiety related to learning (Aktürk, 2012). Likewise, Rots et al (2010) found that future teachers who had greater commitment to teaching had more intention to become a teacher after graduation.Moreover, studies found positive correlations between satisfaction with the choice and professional engagement and career development aspirations (Eren, 2012;Eren and Tezel, 2010;Watt and Richardson, 2007) and satisfaction with the choice and affective professional commitment to the teaching profession (Fokkens-Bruinsma and Canrinus, 2012b), and negative correlations between fallback career choice, negative beliefs about teaching and planned effort, intention to remain in the profession, and commitment (Eren and Tezel, 2010;Fokkens-Bruinsma and Canrinus, 2012a;Watt and Richardson, 2007).…”

Section: Burnout Among College Students and Associated Factorsmentioning

confidence: 99%

“…This scale was developed by Richardson and Watt (2006) and Watt and Richardson (2007) and consists of 12 factors (ability, intrinsic career value, fallback career, job security, time for family, job transferability, shape future of children/adolescents, enhance social equity, make social contribution, work with children/adolescents, prior teaching and learning experiences, and social influences) measuring motivations for choosing the teaching profession (38 items), 5 factors (expertise, difficulty, social status, salary, and social dissuasion) measuring beliefs/perceptions about teaching (17 items), and 1 factor measuring satisfaction with career choice (3 items) constructs (Eren and Tezel, 2010;Richardson and Watt, 2006;Richardson, 2007, 2008). Out of motivations for choosing the teaching profession factors, job security, time for family, and job transferability comprise higher-order personal utility value; shape future of children/adolescents, enhance social equity, make social contribution, and work with children/adolescents comprise higher-order social utility value; of beliefs/perceptions about teaching factors, expertise and difficulty comprise higher-order task demand construct; and social status and salary comprise higherorder task return construct (Richardson and Watt, 2006;Watt and Richardson, 2007).…”

Section: Fit-choice Scalementioning

confidence: 99%

“…Out of motivations for choosing the teaching profession factors, job security, time for family, and job transferability comprise higher-order personal utility value; shape future of children/adolescents, enhance social equity, make social contribution, and work with children/adolescents comprise higher-order social utility value; of beliefs/perceptions about teaching factors, expertise and difficulty comprise higher-order task demand construct; and social status and salary comprise higherorder task return construct (Richardson and Watt, 2006;Watt and Richardson, 2007). The present study used the Turkish translation of the FIT-Choice scale, which was translated by Eren and Tezel (2010). As reported by Eren and Tezel (2010), Cronbach's alpha reliability coefficients of the scale's Turkish version yielded good results as ranging between.77-.95 for motivation factors, .79-.88 for beliefs about teaching factors, and .87 for career choice satisfaction factor.…”

Section: Fit-choice Scalementioning

confidence: 99%

See 4 more Smart Citations

Burnout in prospective elementary school teachers: Is it related to reasons for choosing the elementary school teaching major, beliefs about the teaching career and satisfaction with the choice?

Şahin

2014

Educ. Res. Rev.

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The present study was carried out to examine the relationships between elementary school teacher candidates' motivations for choosing the teaching profession, beliefs about the teaching profession, satisfaction with the choice, and burnout. The study was carried out with 171 senior elementary school teacher candidates at one public university in Turkey. Results showed student burnout was significantly and negatively correlated with ability, intrinsic career value, social utility value, and prior teaching and learning experiences as motivations to enter the teaching profession. It was also found that student burnout negatively and significantly related with task return and satisfaction with the choice of career. Moreover, there was found to be a significant and positive relationship between burnout and fallback career as motivating factor, which reveals that students who chose teaching profession as a last resort profession experienced a greater level of burnout. Regression analysis revealed that ability-related motivations to entering into teaching contributed negatively to student burnout, whereas fallback career and personal utility value motivations contributed positively to student burnout. Regarding beliefs about the teaching profession and satisfaction with the choice, it was found that task return and satisfaction with the choice were negative contributors to student burnout.

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Section: Fit-choice Scalementioning

confidence: 71%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Burnout Among College Students and Associated Factorsmentioning

confidence: 99%

Section: Fit-choice Scalementioning

confidence: 99%

Section: Fit-choice Scalementioning

confidence: 99%

See 3 more Smart Citations

Burnout in prospective elementary school teachers: Is it related to reasons for choosing the elementary school teaching major, beliefs about the teaching career and satisfaction with the choice?

Şahin

2014

Educ. Res. Rev.

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The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England

George

Thornby

2023

British Educational Res J

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Why teachers choose their career has been a popular topic of research in many contexts since the introduction of the FIT‐Choice framework by Watt and Richardson in 2007 to study teacher motivations. Although altruistic motivations have been identified as the common driving factor behind preservice teachers' (PSTs') decision to enter the field, there are other motivational factors—such as teaching being a career that fits well with family commitments, or choosing teacher education as a ‘fallback’ option—that are widely reported in different contexts. The introduction of incentives for student teachers in certain subjects has been subject to media criticism in England as promoting ‘bursary tourism’. This study investigates the career entry motivations and teaching perceptions of PSTs from a university that is one of the key teacher education providers in the country, using the FIT‐Choice framework. The paper discusses the findings (N = 115), including validation of the FIT‐Choice scale, collecting data on 12 motivations and six perceptions, along with preliminary findings. It was identified that intrinsic career values were the highest rated motivation, followed by altruistic values such as the desire to make a social contribution and being a part of shaping the future of children and adolescents. Perceived abilities were also rated higher, while personal utility values and task returns— including monetary rewards—were rated very low. While the participants agreed that the job is professionally and emotionally demanding, it was promising to note that they were highly satisfied with their career choice, implicitly indicating their intention to continue in the teaching profession. Gender differences, along with field of study and training pathway differences in motivations and teaching perceptions are also discussed, with practical implications.

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Psychometric properties of factors influencing Healthcare Career Choice Scale

Almutary

Al‐Moteri

2020

Nursing Open

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Factors influencing teaching choice, professional plans about teaching, and future time perspective: A mediational analysis

Cited by 103 publications

References 49 publications

Burnout in prospective elementary school teachers: Is it related to reasons for choosing the elementary school teaching major, beliefs about the teaching career and satisfaction with the choice?

Burnout in prospective elementary school teachers: Is it related to reasons for choosing the elementary school teaching major, beliefs about the teaching career and satisfaction with the choice?

The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England

Psychometric properties of factors influencing Healthcare Career Choice Scale

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