Teachers’ motivation to choose teaching and remain in the profession: A comparative mixed methods study in Jamaica, Poland and Turkey

Onyefulu, Cynthia; Madalińska-Michalak, Joanna; Bavlı, Bünyamin

doi:10.1177/17577438221109907

Cited by 9 publications

(6 citation statements)

References 70 publications

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“…Theoretical frameworks provide insights into this relationship (Li et al, 2023). Crosstabulation data among private teachers reveals a balanced distribution between those intending to stay and those not, indicating the need for further analysis of retention strategies (Onyefulu et al, 2023).…”

Section: Resultsmentioning

confidence: 99%

Job Satisfaction and Intention to Stay among Selected Private School Teachers: Implication to Educational Policy

Hungo,

Casinillo,

Dagohoy

et al. 2024

Div Journ

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Job satisfaction is a very crucial correlate for a teacher to stay in their current teaching assignment. This study looks into the significant factors of job satisfaction and intention to stay of teachers in a private school. In addition, the study also aims to investigate the relationship between job satisfaction and intention to stay of private teachers. Using a complete enumeration process, 34 private teachers were interviewed and primary data were collected from them. Necessary statistical measures were employed to describe the data collected and the Chi-square test for association was used to determine the relationship between the factors of satisfaction and intention to stay. Results indicated that most of the private teachers are just moderately satisfied with their current job and about 55.88% of them are not willing to stay in their job. This implies that working in a private institution is challenging and does not have enough economic security. This Chi-square test revealed that job satisfaction of private teachers is influenced by their civil status (p-value=0.100) and employment status (p-value=0.100). Additionally, the factors that influence their willingness to stay are their age (p-value=0.100) and employment status (p-value=0.052). The study suggests that teachers must be given incentives and the right compensation to increase their satisfaction and intention to stay in a private school.

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Section: Resultsmentioning

confidence: 99%

Job Satisfaction and Intention to Stay among Selected Private School Teachers: Implication to Educational Policy

Hungo,

Casinillo,

Dagohoy

et al. 2024

Div Journ

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show abstract

“…According to Greenglass and Burke (2003), teaching is generally considered one of the most rewarding professions in terms of job satisfaction. Onyefulu et al (2022) also found some factors that motivates teachers to stay in the profession such as, the sense of vocation, job satisfaction, desire to teach, desire to make a positive impact on students' lives, and all the rewards related to teaching profession.…”

Section: Literature Reviewmentioning

confidence: 97%

Motives that Drive Young People to Pursue a Teaching Career: Case of Albania Using the Fit Choice Scale

Agaj,

Tufina,

Pepkolaj

et al. 2023

JESR

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Nowadays, a good teacher is crucial for the education of the young generation and all the society. But what drives people to pursue a teaching career in Albania, despite changes in the law that have occurred during these years? In this article, we try to discover the motives driving students to pursue a teaching career. Part of this study was 201 students, following a teacher study program in public and non-public higher education institutions in Albania. For the first time in Albania, we applied the Fit Choice Scale instrument (Wat & Richardson, 2007). Results show us that the FIT Choice Scale is well adapted to Albanian contexts and the most dominant motives to pursue a teaching career in Albania are linked with factors such as the subjective perception to perform well as a teacher and to influence the upcoming generation through teaching. But also, in the Albanian context, the profession of a teacher is seen as hard work, with a heavy workload, that requires emotionally demanding. Also, this study shows us gender, and birthplace differences according to motives that drive students to pursue a teaching career in Albania. Received: 28 May 2023 / Accepted: 22 August 2023 / Published: 5 September 2023

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“…It can be indicated that staying as friendly as possible to address teacher problems and questions was emphasized as an important point. Once it is acknowledged that administrators are available to provide support with their concerns, teachers will feel more relaxed and encouraged (Onyefulu et al, 2023). Pink (2011) emphasized that administrator's support, autonomy, justice, self-development and appreciation increases the internal motivation of the teacher by developing a sense of belonging to the institution.…”

Section: Schoolsmentioning

confidence: 99%

“…Effective comminucation strategies will lead meaningful task assignments which will also lead instrintic motivation (Gür et al, 2021). Onyefulu et al,(2023) suggested motivational enhancement training for administrators in order to use motivational strategies effectively for the motivation and vocational-outcome expectations of the teachers.…”

Section: Schoolsmentioning

confidence: 99%

Targeting Motivation for Primary School Teachers in Saudi Arabia

Gür,

Bin Halabi

2023

IJIAPE

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The aim of the research is to examine the views of teachers working in primary schools in Saudi Arabia (Jeddah) on motivation strategies used in their work environments by their administrators. Phenomenology design, one of the qualitative research methods, was used for the research carried out. Purposeful sampling was used in this study. The data were obtained as a result of face to face interviews with 25 teachers. Content analysis and descriptive analysis were used to analyze the data in the study.On examining the teacher views on the strategies used by their administrators to increase teacher motivation, it was seen that that the opinions could be handled within the scope of Maslow's hierarchy of needs. For teacher views on how they are affected by the strategies implemented for motivation, it was seen that there were answers related to both motivation and suprizingly lack of motivation. While answers on effective strategies pointed out productivity, answers on ineffective strategies emphasized loss of motivation and burn out. On evaluating the view's on teachers' expectations and needs to be motivated in the context of more productive work, it was found that there were answers related to professional expectations and needs, and personal expectations and needs. Professional expectations and needs sub-title had three codes which were team spirit, professional development and adequate resources. Personal expectations and needs sub-theme had two codes which were private time and appreciation. Private time code indicated considering family aspects. The results indicated a set of criteria that should be available when designing and applying teacher incentives. Based on the results obtained from the research, it can be suggested that the administrators can use effective communication strategies and receive in-service training to improve themselves.

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Teachers’ motivation to choose teaching and remain in the profession: A comparative mixed methods study in Jamaica, Poland and Turkey

Cited by 9 publications

References 70 publications

Job Satisfaction and Intention to Stay among Selected Private School Teachers: Implication to Educational Policy

Job Satisfaction and Intention to Stay among Selected Private School Teachers: Implication to Educational Policy

Motives that Drive Young People to Pursue a Teaching Career: Case of Albania Using the Fit Choice Scale

Targeting Motivation for Primary School Teachers in Saudi Arabia

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