Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching

Abstract

Publication InformationHeinz, M. (2015) Rikard, 1999), these are important questions for policy makers and societies to address.This paper provides a systematic and conceptual review of empirical research studies exploring student teachers' career motivations and commitment in twenty-three countries from five continents. A variety of motivating factors are explored, their relative importance in student teachers' career decisions is discussed, and differences between various subgroups and cultural contexts are highlighted. Attention is drawn to methodological limitations as well as recent developments in this important area of research.

The Students’ Perceptions and Attitudes to Teaching Profession, the Case of Estonia

“…However, there are several exceptions like China, Turkey or Malaysia where extrinsic reasons such as salary or job security, are even more influential reasons for choosing the teaching career than intrinsic or altruistic ones (Heinz, 2015). These findings were supported by Frusher & Newton (1987) who listed extrinsic reasons (low salary, discipline problems and lack of classroom equipment) as the most influential aspects of teaching.…”

“…So far, many studies have explored student-teachers' and teacher candidates' career motivations and commitment (Heinz, 2015). There are much less studies concerning the students' attitudes towards teaching career.…”

“…Most motivations why young people may or may not consider pursuing the teaching career can be distinguished as intrinsic, altruistic and extrinsic (Heinz, 2015).…”

“…Altruistic motivation is comprehended as something socially worthwhile and important enabling to contribute to the wellbeing of society and mankind (Heinz, 2015). The impulse to teach has been considered fundamentally altruistic as it represents an individual's desire to share what he/she values and to empower other people (Kohl, 1984).…”

Career Motivations, Role Expectations and Curriculum Knowledge of Prospective Secondary English Teachers in Western Australia

“…They consistently show that people choose teaching for a combination of affective, intrinsic and altruistic reasons, rather than for reasons of salary, status, job security, or intellectual challenge (Brookhart & Freeman, 1992;Bullough & HallKenyon, 2011;Calderhead & Robson, 1991;Ellis, 2003;Ewing & Smith, 2003;Heinz, 2015;Jarvis & Woodrow, 2005;Lortie, 1975;Maxon & Mahlios, 1994;Reid & Caudwell, 1997;Weinstein, 1989). The research also indicates that prospective teachers underestimate the academic requirements of the teaching role, emphasising instead the emotional and interpersonal dimensions (Prendergast, Garvis, & Keogh, 2011;Weinstein, 1989).…”