Undergraduates' Views of Teaching as a Career Choice

By Christos Kyriacou, M. Coulthard. 2000

426 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e768dd0642b59fafb4756b40d9fa7243974c3d42

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In Education

Citations in the corpus

Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale (2007, background): “Unfortunately, salaries, employment conditions, and the social status of teachers (Committee for the Review of Teaching and Teacher Education, 2003; Ramsey, 2000) continue to make teaching a less-than-attractive career option (Coolahan, 2002; Kyriacou & Coulthard, 2000; Liu et al.).”
Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers (2014, background): “These findings confirm other studies showing that altruistic and intrinsic reasons were the main job motives for teachers, whereas extrinsic motives were of less importance (e.g. De Cooman et al. 2007; Kyriacou and Coulthard 2000; Struyven, Jacobs, and Dochy 2013).”
Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “Increased knowledge of motives and beliefs, and of the differences among student teachers, helps teacher educators to adapt teacher education to these factors (cf. Kyriacou and Coulthard 2000; Sinclair 2008).”
Improving teacher recruitment and retention: the importance of workload and pupil behaviour (2006, background): “Looking, first, at the reasons for entering teaching, Kyriacou and Coulthard (2000) categorized these reasons as follows:”
Stress and psychological distress among trainee secondary teachers in England (2008, background): “At the same time the number of secondary teachers taking early retirement has increased by 93% over the last seven years; many blame this on the stress resulting from managing pupil behaviour and successive government initiatives (Henry, 2007; Kyriacou & Coulthard, 2000).”
To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program (2009, positive): “Research shows (Kyriacou & Coulthard, 2000; Saban, 2003) that when talking about their decisions to become teachers, high-achieving students entering colleges of education straight from high schools, and those students who have tried to pursue other careers prior to considering teaching, commonly…”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “In general, in the teacher education literature, three types of motivation are stressed in regard to choosing teaching as a career (Bastick 2000; Boz and Boz 2008; König and Rothland 2012; Kyriacou and Coulthard 2000; Kyriacou et al. 2003; Moran et al. 2001; Papanastasiou and Papanastasiou 1998; Sab”
Teacher motivation: Definition, research development and implications for teachers (2016, background): “These initiative findings have been repeatedly confirmed by subsequent studies conducted in different social educational contexts (e.g. Alexander, Chant, & Cox, 1994; Kyriacou & Coulthard, 2000; Richardson & Watt, 2006; Sinclair, 2008; Sinclair et al., 2006).”
Hospitality management graduates’ perceptions of career factor importance and career factor experience (2014, positive): “For purposes of this research, career factors were identified as factors present at different levels within different industries that influence decisions on career choice (Kyriacou & Coulthard, 2000).”
The motivations of career change students in teacher education (2009, background): “…motivations to teach; that is, that people chose teaching as a career primarily for intrinsic or altruistic reasons rather than for extrinsic rewards such as pay, working conditions, career opportunities or status (Kyriacou & Coulthard, 2000; Manuel & Hughes, 2006; Richardson & Watt, 2006).”
The Attractions of Teaching: An investigation into why people change careers to teach (2003, background): “…in the broad area of teacher recruitment showed that by and large, the focus was on young people’s/undergraduates’ perceptions and attitudes to teaching as a career (Cockburn et al., 2000; Kyriacou & Coulthard, 2000; Unwin, 1990; Wellington, 1982), often consisting of questionnaire-based analysis.”
Explaining influences on career ‘choice’: the case of MBA students in comparative perspective (2005, background): “, 2000), or from a mixed agency and structure framework where the contextual influences are viewed as antecedents or mediating factors of career ‘choice’ (e.g. Slater, 1980; Kyriacou and Coulthard, 2000; Kyriacou et al., 2002).”
Change‐of‐career secondary teachers: motivations, expectations and intentions (2008, methodology): “Like the recommendations from Richardson and Watt (2006) in Australia and Lovett (2006) in New Zealand, we suggest that recruitment strategies that focus overwhelmingly on opportunities to make a social contribution and work with adolescents are at risk of neglecting other motivations that are impor”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, background): “It is also asserted by some researchers that preservice teachers are motivated to teach by extrinsic motivations such as salary and work conditions (Kyriacou & Coulthard, 2000; Lai, Chan, Ko, & So, 2005).”
'I've decided to become a teacher': influences on career change (2005, background): “He also emphasised the constructive role that teaching can have in creating a better society, motives identified by other researchers (see Brown, 1992; Huberman,1993 ; Huberman & Grounauer, 1993; Kyriacou & Coulthard,2000 ; Montecinos & Nielsen,1997 ). Such a view is consistent with high ratings o”