Why choose to become a teacher in China? A large-sample study using the Factors Influencing Teaching Choice scale

Shang, Weiwei; Yu, Tianzuo; Wang, Ji; Sun, Di; Su, Jiming

doi:10.1080/1359866x.2022.2066504

Cited by 3 publications

(2 citation statements)

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“…The model also includes the outcome variable, satisfaction with the choice to become a teacher. Watt and Richardson (2007) developed the FIT-Choice Scale questionnaire based on the presented model, which has been used and validated in different cultural contexts in Asia, Europe, Australia, and North America (e.g., Jugović et al, 2012;Nesje et al, 2018;Simić et al, 2022;Shang et al, 2022;Watt et al, 2013). The dimensions that have consistently emerged as the strongest reasons for students' desire to become teachers in different cultural contexts are the following (Nesje et al, 2018;Simić et al, 2022;Watt & Richardson, 2007): the intrinsic value of the teaching profession, shaping the future of youth, selfperceived teaching ability, contribution to societal progress, and job security.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…One-third of primary school teachers and 38% of secondary school teachers are over 50 years old, while 9.2% and 4.6% of primary and secondary school teachers, respectively, are under 30 years old (OECD, 2023). The issue of teacher retention in the education system and the problem of an ageing teacher population coupled with a lower influx of young teachers is not limited to Slovenia but is also common in other European and global contexts (Nesje et al, 2018;Shang et al, 2022;Tiplic et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of the Teaching Profession and Motivation to Teach among Slovenian University Students

Puklek Levpušček,

Depolli Steiner

2024

CEPSj

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This study examined the perception of the teaching profession among students of social sciences and languages who were finishing their undergraduate studies and intended to continue their studies with a master’s degree. A subgroup of students planning to study for a master’s degree in teaching reported on their motivation to teach and their satisfaction with their career choice, while a subgroup of students who planned to pursue a master’s degree programme without a teaching degree responded to an open-ended question about why they did not want to become teachers. Participants answered the FIT-Choice Scale, which measures twelve motivational factors and six perceptions about the teaching profession. Students recognised teachers’ expertise; however, social status and salary were rated lower, indicating an imbalance between demands and rewards in the teaching profession. Altruistic and intrinsic motives were the main reasons for choosing the teaching profession. Students who will study teaching also rated their ability to become a teacher highly. Extrinsic factors (job transferability, teaching as a fallback career and time for family) were less important. Qualitative thematic analysis of the responses of students who will not study to become a teacher revealed that low intrinsic value (e.g., disinterest in teaching) and low personal utility value (e.g., better professional development elsewhere) were the most common themes. The high job demands due to demanding interactions with children and parents were also mentioned, while the teacher education programme was perceived as excessively extensive. The implications of the study highlight important considerations for policymakers and teacher education programmes.

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