Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock

By Hyunjin Kim, Yoonjung Cho. 2014

130 citations recorded by the source corpus.

The present study investigated how pre-service teachers’ motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. A total of 533 pre-service teachers at a state university in the US Midwest participated in this study. The results showed that the pre-service teachers’ expectation of reality shock was negatively related to teacher efficacy and intrinsic motivation while it was positively related to introjected and external motivation. The results of a hierarchical regression analysis revealed that pre-service teachers’ sense of efficacy and introjected motivation were strong predictors of their expectation of reality shock, when gender difference was controlled for. There was an interaction effect between intrinsic motivation and teachers’ sense of efficacy in predicting the reality shock expectation. We discussed the educational implications for future research in an endeavour to reduce the reality shock among novice teachers.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/03d39c879723e4144fbe7cc8c472c3463304c67d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Annbritt Palo
2. Lena Manderstedt
3. Stefan Lundström
4. U. Bergmark

In Experimental and Cognitive Psychology

1. Annbritt Palo
2. Lena Manderstedt
3. Stefan Lundström
4. U. Bergmark

In Social Psychology

1. Annbritt Palo
2. Lena Manderstedt
3. Stefan Lundström
4. U. Bergmark

Citations in the corpus

• Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “…teachers, it may be the case that, in contrast to Bruinsma and Jansen’s conclusions, intrinsic motives and the helper-identity turn out to be maladaptive to teachers’ remaining in the profession, due to unrealistic expectations of the professional role (cf. Kim and Cho 2014; Roness and Smith 2010).”