Training to Teach: Motivating Factors and Implications for Recruitment

By Anne Moran, Rosemary Kilpatrick, Lesley Abbott, J. Dallat, B. McClune. 2001

196 citations recorded by the source corpus.

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In Education

Citations in the corpus

It’s the little things: exploring the importance of commonplace events for early‐career teachers’ motivation (2009, background): “Surveys of factors motivating people to enter teaching and of practising teachers reveal a positive picture of motives and intrinsic job satisfaction (Duke, Murdock, Bontempi, Columbus, & Kaufman, 2004 ; Kyriacou, Kunc, Stephens, & Hultgren, 2003 ; Moran, Kilpatrick, Abbott, Dallat, & McClune, 20”
Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase (2009, background): “Literature ( Moran et al. 2001 ) shows that the factors influencing the choice of teaching as a career can be extrinsic (relating to material benefits and job security), intrinsic (to do with personal growth and working in a school environment), and/or altruistic (a liking for and desire to work wit”
Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching (2015, background): “, job security, hours, pay, status – have been ranked much lower than intrinsic and/or altruistic reasons (Aksu et al., 2010; Brookhart & Freeman, 1992; Brown, 1992; Clarke, 2009; Drudy et al., 2005; Heinz, 2011, 2013c; Klassen et al., 2011; Kyriacou & Kobori, 1998; Lortie, 1975/2002; Manuel & Hughe”
Improving teacher recruitment and retention: the importance of workload and pupil behaviour (2006, background): “…studies, intrinsic or altruistic reasons were most frequently given by teachers, for example wanting to work with children (Johnston et al., 1999a; Moran et al., 2001; Smithers & Robinson, 2001; Thornton & Reid, 2001; Thornton et al., 2002); perceived job satisfaction (Johnston et al., 1999b;…”
Stability in motivation during teacher education (2010, background): “With respect to the motivation for engaging in teaching, it is common to categorise different motives into intrinsic, extrinsic and altruistic reasons (Kyriacou and Coulthard 2000; Moran et al. 2001).”
Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale (2007, background): “We renamed utility value as social utility value, in view of research findings that entrants to the teaching profession often nominate a strong desire to make a social contribution or to give back to society in a meaningful way as a reason for becoming a teacher (e.g., Book & Freeman, 1986; Brown, 1”
Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities (2006, background): “1992; Lortie, 1975; Moran, Kilpatrick, Abbott, Dallatt, & McClune, 2001; Serow & Forrest, 1994) as well as more personally utilitarian motivations and intrinsic motivations, together with ability-related beliefs which are the focus of the broader career choice literature (see Lent, Lopez, & Biesch”
Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers (2014, background): “In Sweden, as in many other countries, the low popularity level of teacher education has been discussed (Chan 2006; Moran et al. 2001).”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, result): “These findings resonate with many research studies that report teachers’ similar motivations for entering teaching (Gourneau, 2005; Kyriacou & Kunc, 2007; Kyriacou et al., 2003; Liu, 2010; Moran et al., 2001; Richardson & Watt, 2006; Su, 1993; Yarger, Howey, & Joyce, 1977; Zimpher, 1989) but differ ”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “, and several European countries, among others, have reported difficulty recruiting and retaining teachers (Johnson and Birkeland 2003; Krecic and Grmek 2005; Kyriacou et al. 1999; Liu et al. 2000; Moran et al. 2001; Newson 1993; Ramsay 2000; Richardson and Watt 2010; Sinclair 2008; Spear et al. 200”
Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “Accordingly, researchers claim that individual motives to teach can be described as a mix of all three categories, to various extents, which contributes to retaining students in teacher training and in the teaching occupation (Moran et al. 2001; Sinclair 2008).”
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers (2008, background): “As might be anticipated, teacher candidates report that a desire to work with children and adolescents is highly influential in attracting people into a teaching career (Alexander, Chant, & Cox, 1994; Joseph & Green, 1986; Kyriacou & Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallatt, & McClune, 2”