Motivations for choosing teaching as a career : An international comparison using the FIT-Choice scale

By H. Watt, Paul W. Richardson, U. Klusmann, M. Kunter, B. Beyer, Ulrich Trautwein, J. Baumert. 2012

560 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/aebb6e32a6afdd0aa2d549f5d68f4834974aeda7

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Citations in the corpus

Factors Influencing Teaching Choice in Turkey (2012, background): “In some countries such as Taiwan, teaching as a profession is held in high regard, even though the remuneration is not high (Wang, 2004); whereas in Germany, the remuneration is better than many comparable jobs, but the status is perceived as lower (Watt et al., 2012).”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “…Turkey is a member, noted, teachers’ daily work ‘‘has become more complex and demanding in addressing increasingly diverse student populations, higher social expectations of schools, expanding fields of knowledge, and new types of responsibilities’’ (OECD 2005, cited in Watt et al. 2012, p. 1).”
Work values and the transition to work life: A longitudinal study (2015, background): “Research on career development has shown that work values play a key motivational role in job selection and vocational development (Balsamo, Lauriola, & Saggino, 2013; Judge & Bretz, 1992; Super, 1980; Watt et al., 2012).”
Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “Intrinsic and altruistic reasons seem to be more frequent in what are termed ‘developed countries’ than in developing countries, where extrinsic reasons are more prominent (Azman 2013; Watt et al. 2012).”
Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education (2012, methodology): “Here, we found substantially higher correlations with salary (.356; cf. Watt et al. 2012: .247), social dissuasion (−.197; cf. Watt et al., 2012: −.127, n.s.) and a slightly higher correlation with the satisfaction scale (.226; cf. Watt et al., 2012: .160).”
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, result): “This parallels the results of Watt et al. (2012) in the school setting.”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, methodology): “To date, the FIT-Choice scale has been tested for its utility and detection of contextual differences mostly in Western and European contexts such as Australia, the US, Germany and Norway (Watt et al., 2012) without testing in Asian contexts.”
Teacher motivation: Definition, research development and implications for teachers (2016, methodology): “The latest cross-cultural study of Watt et al. (2012) with the sample of pre-service teachers from Australia, Germany and Norway, indicated that no great Page 5 of 18 difference of motivation to teach was found due to contextual country features.”
The more the better…or is it? The contradictory effects of HR practices on knowledge sharing motivation and behavior (2016, background): “Finally, the teaching profession is also known to attract a specific type of individual, often driven by an inner passion for teaching (Watt et al., 2012).”
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, background): “In countries such as Australia, Norway, the UK, and Spain, exit numbers in the first five years of teaching are usually between 30 and 40 per cent; while they are about 50 per cent in Germany, Italy and the Netherlands (Kyricacou & Kunc, 2007; Purcell, Wilton, Davies, & Elias, 2005; Smithers & Robin”
Post-modern reality shock: Beginning teachers as sojourners in communities of practice (2015, background): “As Watt et al. (2012) suggest, however, money and social prestige do not fully explain retention in the profession.”