Motivational factors influencing teaching (FIT) as a career: An empirical study of the expatriate teachers in the Emirates

Sharif, Taimur; Upadhyay, Divya; Ahmed, Ezaz

doi:10.1353/jda.2016.0148

Cited by 9 publications

(6 citation statements)

References 61 publications

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“…Contradicting the results of previous studies conducted on the FIT-Choice framework, the results of this study show how in the pandemic period, with teaching going virtual, job transferability has become an important point of consideration (Dhawan, 2020;Purwanto et al, 2020), which rather is of low relevance in usual times (Kilinç et al, 2012;Lin et al, 2012b;Watt & Richardson, 2007), followed by the teachers' self perception to effectively teach virtually and innovate through the processes of teaching (M = 4.26; SD = 0.925), corroborating the results of previous studies that showed that teachers' perception of their ability to teach virtually using information and communications technology (ICT) or in classrooms through traditional methods is a major motivator for their choice of teaching as their career (Akpochafo, 2020;Lin et al, 2012a;Lee et al, 2019). Social factors have been given high value as influential factors in the choice of a teaching career in studies conducted before, but in our results we see some contradiction (Wong & Moorhouse, 2020), where social contribution (M = 3.7559; SD = 0.85289) has a lower mean value in comparison to that in the previous studies (Richardson & Watt, 2006;Sharif et al, 2016;Torsney et al, 2019). The additionally identified factor such as teacher acting as the knowledge assimilator and institutional utility value came forward as one of the good influential factors.…”

Section: Results Of Descriptive and Inferential Statisticscontrasting

confidence: 47%

“…With institutions focusing on continuously building a competitive edge over their competitors in industry, the institutional utility value helps teachers align their personal utility with the institute's utility and hence helps in the prevention of absenteeism and excessive turnover (Chen et al, 2006;Dickter et al, 1996). Past international studies conducted on FIT Choice in nonpandemic days showed that the social utility values, teaching ability and intrinsic values are considered as the most important factors to choose and pursue teaching as the career (Hennessy & Lynch, 2017;Kilinç et al, 2012;König & Rothland, 2012;Salifu et al, 2018;Sharif et al, 2016). Not much difference has been displayed in the pandemic situation in the motivational factors for teachers to teach.…”

Section: Discussionmentioning

confidence: 99%

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Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Rana

Singh

Singhania

et al. 2021

Global Business Review

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The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

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Section: Results Of Descriptive and Inferential Statisticscontrasting

confidence: 47%

Section: Discussionmentioning

confidence: 99%

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Rana

Singh

Singhania

et al. 2021

Global Business Review

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“…Teachers' professional wellbeing. Previous studies of teacher wellbeing by (Gomba, 2015;Mansfield & Beltman, 2019;Sharif, Upadhyay et al, 2016) argue that teaching is a unique profession because it is both physically and emotionally challenging. Survey items related to teacher professional wellbeing dimensions were based on Yildirim's (2015) study, which confirmed the scale's validity and reliability measuring teaching self-efficacy, job satisfaction and perceived recognition.…”

Section: Methodsmentioning

confidence: 99%

An exploration of rural Chinese teachers’ wellbeing: Insights from mixture modelling of latent profile analysis

McCallum

White

2022

International Journal of Chinese Education

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The importance of teachers’ wellbeing and the complexities of teaching are becoming more widely understood through the lens of positive psychology. For example, teachers’ wellbeing and optimal functioning have an impact on their ability to teach effectively, teacher retention and their job satisfaction. However, there is a shortage of global research investigating teachers’ wellbeing, especially in rural China. The current study contributes to this shortage through an appreciative inquiry to examine rural teachers’ wellbeing in Jilin Province in rural China. Unlike earlier research, this study focused on the positive elements of rurality that strengthen teachers’ wellbeing. A two-phase exploratory, sequential, mixed-methods design was adopted. This paper reports on quantitative findings of Stage 2 of the study, a latent profile analysis of 1,198 participants’ experiences of wellbeing. The results suggest there are five unique profiles that enable rural Chinese teachers’ wellbeing: thriving, personally driven, surviving, career-driven and languishing. This study undertakes a novel approach of latent profile analysis of teachers’ wellbeing in rural China. These findings have implications for policymakers, initial teacher education programs, and teacher wellbeing interventions.

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“…Teachers with sufficient instructional experience are supposed to focus broadly and show a higher degree of sustainability in the teaching profession and make it a life career (Feiman-Nemser, 2001). Regarding teaching experience, the study did not find any significant difference; this finding shows contradiction with the finding of Sharif et al (2016); accordingly, teaching and learning experiences contribute significantly in retaining teachers in the teaching profession.…”

Section: Discussionmentioning

confidence: 68%

Preferred Reasons in Selecting Teaching Profession as a Life Career: A Case Study of Pre-Service Teachers

Noor¹

2021

PJER

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Commitment and efficiency of teachers have an important input in the successful accomplishment of educational objectives of any nation; thus, highly motivated teachers are vital for an effective educational approach. By using a quantitative method, this study examined why teachers select the teaching as a profession for their life career. Through the purposive sampling, pre-service teachers from the University of Loralai were chosen in which 147 students participated in this research. Researchers collected the data through questionnaires and analyzed it by using descriptive and inferential statistical tests. The findings point out that majority of pre-service teachers choose the teaching profession as their life career due to the altruistic-intrinsic reasons because it received the highest mean as compared to the other reasons (i.e., extrinsic and reasons influenced by others). The extrinsic reasons and reasons influenced by others followed by in order of preference respectively. Regarding the gender variable, male and female pre-service teachers showed significant differences in altruistic-intrinsic reasons. Contrary to this, age, teaching experience and professional qualifications showed no significant differences with the altruistic-intrinsic reasons. Based on the findings, this study suggests that education policy should set standards for teacher education programs to elevate the status of teachers for attracting bright students before and after completing the programs.

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Motivational factors influencing teaching (FIT) as a career: An empirical study of the expatriate teachers in the Emirates

Cited by 9 publications

References 61 publications

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

An exploration of rural Chinese teachers’ wellbeing: Insights from mixture modelling of latent profile analysis

Preferred Reasons in Selecting Teaching Profession as a Life Career: A Case Study of Pre-Service Teachers

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