Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers

Jungert, Tomas; Alm, Fredrik; Thornberg, Robert

doi:10.1080/02607476.2013.869971

Cited by 85 publications

(78 citation statements)

References 31 publications

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“…Numerous studies found that sense of need satisfaction and autonomous motivation are associated with students' engagement in learning (e.g., Assor et al, 2002;Reeve and Tseng, 2011). Studies on teachers have primarily addressed engagement at work (e.g., Klassen et al, 2012), while very few have focused on the academic engagement of pre-service teachers (Jungert et al, 2014). Thus, this aspect is one of the innovations of this study.…”

Section: Engagementmentioning

confidence: 99%

“…Based on the previous studies (Watt and Richardson, 2007;Jungert et al, 2014), these variables are likely to be associated with pre-service teachers' future motivation to teach, and thus merit examination. Since the variables directly connected to motivation have already been presented, we shall now present the other variables that are associated with motivational outcomes of pre-service teachers.…”

Section: Teachers' Motivational Outcomesmentioning

confidence: 99%

“…Academic engagement refers to devoting time and effort to learning and includes behavioral, emotional, and cognitive components (Reeve and Tseng, 2011;Jungert et al, 2014). Numerous studies found that sense of need satisfaction and autonomous motivation are associated with students' engagement in learning (e.g., Assor et al, 2002;Reeve and Tseng, 2011).…”

Section: Engagementmentioning

confidence: 99%

“…Some studies indicate that pre-service teachers' initial motivation to teach at the beginning of their studies is associated with various outcomes during their early teaching career, such as dropout rates (Jungert et al, 2014) or their intentions to stay in the teaching profession (Watt and Richardson, 2007).…”

mentioning

confidence: 99%

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The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

Kaplan

Madjar

2017

Front. Educ.

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The study employed a self-determination theory (SDT) framework to explore pre-service teachers' perceptions of their professional training in relation to motivational outcomes. We hypothesized that students' perceptions of basic psychological need support will be positively associated with their sense of relatedness, competence, and autonomous motivation and negatively associated with controlled motivation. Sense of relatedness, competence, and autonomous motivation were hypothesized to be positively associated with personal accomplishment, engagement, and self-exploration and negatively associated with emotional exhaustion. The study was conducted within a multicultural context, which enabled exploration of the hypotheses among students from two different cultural backgrounds. Based on the universality of SDT, we expected that the general models would be similar for both cultures, although some mean level and correlational paths may be different. The sample (N = 308; mean age 23.4) consisted of Muslim Arab-Bedouin (55.3%) and Jewish (44.7%) pre-service teachers enrolled in the same teachers' college in Israel. The participants completed self-report surveys assessing their sense of basic psychological need support, autonomous and controlled motivation, self-accomplishment, engagement, self-exploration, and emotional exhaustion. Multiple-group structural equation modeling revealed that need support contributed positively to autonomous motivation, sense of relatedness, and sense of competence in both cultures. Autonomous motivation contributed positively to sense of self-accomplishment, engagement, and self-exploration. Competence in turn was positively related to engagement and negatively related to emotional exhaustion, and relatedness was associated with engagement only among the Bedouin students, and with self-accomplishment only among the Jewish students. These results indicate that sense of need support is highly important regardless of cultural background, while sense of relatedness may be related to different outcomes across cultures. The findings demonstrate the utility of SDT within the context of multicultural teacher training and support the universality of the theoretical framework.

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Section: Engagementmentioning

confidence: 99%

Section: Teachers' Motivational Outcomesmentioning

confidence: 99%

Section: Engagementmentioning

confidence: 99%

mentioning

confidence: 99%

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The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

Kaplan

Madjar

2017

Front. Educ.

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“…Over the last decade, there has been a steady flow of studies and reports from the USA, Europe, Asia, and Australia that have added to the existing literature on this topic (Borman & Dowling, 2008;Flores & Niklasson, 2014;Jungert, Alm, & Thornberg, 2014;Nolan & Rouse, 2013;Wang & Huang, 2016;Watt & Richardson, 2007.…”

Section: Motivation To Enter Teachingmentioning

confidence: 99%

A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand

Hogan¹,

Reid²,

Furbish³

2017

AJTE

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Bringing a Global Teacher Education Model to Scandinavia: Examining Teach First in Norway

Nesje

2023

Evaluating Education: Normative Systems and Institutional Practices

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Teach For All (TFAll) represents a unique private–public partnership model of fast-track teacher education. This chapter explores TFAll’s expansion to the Scandinavian countries and uses Teach First Norway (TFN) as the context for examining this employment-based route into teaching, focusing on individual participant perspectives. Contemporary career choices can be understood as fluid and negotiable, which has implications for the design of programmes that aim to effectively recruit competent professionals. Traditionally, research on the motivation for choosing teaching as a profession has been based on the assumption that people will commit to teaching as a long-term career. The relevance of this analysis may be decreasing, as many people seem to consider and pursue a range of career possibilities. This study used a multi-method approach to examine TFN participants’ initial motivations for entering the programme and the development of their professional identities throughout. The findings show that the motivations for participating are complex, and the programme is perceived by many as an opportunity for self-development and resume-building. Participation in TFAll programmes might be viewed as part of a self-development project in which the candidates are given the opportunity to ‘try out’ teaching.

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Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers

Cited by 85 publications

References 31 publications

The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand

Bringing a Global Teacher Education Model to Scandinavia: Examining Teach First in Norway

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