Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context
By Kemal Yüce, Esin Şahin, Ömer Koçer, Fatih Kana. 2013
142 citations recorded by the source corpus.
As teaching is a nation-building profession, the career motivations of pre-service teachers are worth exploring. This study examines the career motivations of 283 Turkish pre-service teachers who have chosen teaching as a career. Accordingly, they were asked questions about deciding to teach, career perceptions, and major expectations. A profile of the participants was then developed by analyzing their responses in quantitative and qualitative ways as being descriptive, statistical, and inductive steps. It is seen that extrinsic, altruistic, and intrinsic motivations all play a role when individuals choose teaching as a career. In addition, although altruistic motives are very dominant for females, mercenary-based extrinsic motives are dominant for males. Associatively, teaching is further desired as a first profession by females. In light of the findings, we give suggestions for teacher training institutions and policy makers.
Subfields: Education, Philosophy
View Paper: https://www.semanticscholar.org/paper/510af945d8acb1b0a6ef9b36cbef41bad53c3aea
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Philosophy
Citations in the corpus
- Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “Studies from European and US scholars present extrinsic, intrinsic, and altruistic motives for choosing a teaching career (cf. Balyer and Özcan 2014; Kyriacou and Coulthard 2000; Thomson, Turner, and Nietfeld 2012; Yüce et al. 2013).”
- Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers (2014, background): “Most studies on motives to become a teacher have been aimed at increasing the attractiveness of teaching and teacher training and to give suggestions for teacher training institutions and policy-makers (e.g. Struyven, Jacobs, and Dochy 2013; Yüce et al. 2013).”