Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale

By H. Watt, Paul W. Richardson. 2007

852 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7023dbbfe8af2c8f742ae366c20e9fd4fcfd31f6

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 Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers (2014, background): “Most people chose teaching as a profession mainly for altruistic and/or intrinsic reasons (e.g. Pop and Turner 2009; Watt and Richardson 2007), even though extrinsic motives might be highly rated (e.g. Akar 2012).”
Motivation and personality of preservice teachers in Croatia (2012, methodology): “The FIT-Choice (Factors Influencing Teaching Choice) scale (Watt & Richardson, 2007) is a self-report instrument that measures 12 motivations and 6 perceptions about teaching (see Watt & Richardson, 2012 this issue).”
Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession? (2010, background): “These motives have been divided into different categories, for example, a two‐group category with professional versus material reasons (Huberman, Grounauer, and Marti 1993 ) and a five‐category distinction, with factors such as personal status, social status and time for the family (see Richardson ”
Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching (2014, methodology): “Based on the expectancy-valuemodel in motivation, the ‘Factors Influencing Teaching-Choice’-project (FITChoice-project) explored motivational factors in student teachers that were influential in their decision to become a teacher (Watt & Richardson, 2007).”
Profiles of professional engagement and career development aspirations among USA preservice teachers (2014, methodology): “Motivations for teaching were measured by the Factors Influencing Teaching Choice scale (FIT-Choice scale; Watt & Richardson, 2007), containing 57 items which tap 12 latent motivation factors, as well as 5 factors for perceptions about the profession, and one for career choice satisfaction.”
Factors Influencing Teaching Choice, Professional Plans about Teaching, and Future Time Perspective: A Mediational Analysis. (2010, methodology): “Note: All factors and items from Watt and Richardson (2007); Parameter estimations were presented as standardised regression weights; Standard Error; Estimated Measurement Error; Error variable with a fixed regression weight of 1”
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality (2010, background): “Watt and Richardson (2007, 2008) examined teacher education students’ satisfaction with their career choice upon entry to and exit from teacher education programs and also assessed career aspirations and professional engagement of these same students as they were about to complete their teacher…”
Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities (2006, background): “If policy‐makers and employing authorities wish to redress the current gender imbalance among teachers, then it is essential to understand that men and women have different factors motivating them to pursue teaching (Watt & Richardson, in review ).”
Motivations for choosing teaching as a career : An international comparison using the FIT-Choice scale (2012, methodology): “We had two major aims within this investigation: the first, to examine the utility and validity of the FIT-Choice scale (Watt & Richardson, 2007) for measuring teaching motivations within and across samples and settings; the second, to explore differences in motivations and perceptions related to…”