Gender Differences and Motivation for The Teaching Profession: Why Do Men Choose (Not) To Teach?

Abstract

The aim of this study was to explore gender differences in motivation for choosing teaching as a profession and perceptions of men’s demotivation for the choice of this profession. 279 preservice subject teachers from the University of Zagreb, Croatia, filled in the FIT-Choice Scale (Watt & Richardson, 2007) and the Demotivation of Men for Teaching Career Choice Scale. Results revealed that, regardless of their gender, preservice subject teachers were primarily motivated by the intrinsic and social utility values of teaching, while specific gender differences imply the importance of the role of social factors in men’s choice of this career. Low status of the teaching profession was perceived as the dominant reason for demotivation of men to choose it. Women were more likely than men to assume that men are demotivated to choose teaching because it is a “women’s profession”. Policy implications of findings on men’s (de)motivation for teaching are discussed.

Multidimensional Psychometrics of Teacher Educators’ Professional Identity: An Initial Validation with Teacher Educators in Southeast Asia

“…Being a teacher of teachers is a central aspect of the professional identity of teacher educators, and this role is close to that of teachers in primary and secondary education. Women have been shown to be more likely than men to perceive that such a teacher role is expected of them [36]. Therefore, it is possible that women felt more strongly about their professional identity as teachers of teachers than did men.…”