Adaptive and maladaptive motives for becoming a teacher

Marjon Fokkens-Bruinsma · Esther T. Canrinus

75 citations0/0 files storedJournal of Education for Teaching International Research and Pedagogy

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Teacher Professional Development and Motivation Teacher Education and Leadership Studies School Choice and Performance

Abstract

In order to counter what appears to be a problem for many OECD countries, namely the growing shortage of teachers, it will be crucial to retain pre-service teachers and keep them committed to teaching. Their motivation for becoming a teacher is believed to be relevant in this respect. This study investigated the importance ascribed by 136 Dutch pre-service teachers to multiple motives, using the Factors Influencing Teaching Choice (FIT-Choice) theory as a basis. It then investigated how these motives are related to the effort these pre-service teachers plan to invest in their profession, their planned involvement in the profession and their current commitment to the profession. Finally, the results were used to distinguish adaptive motives for becoming a teacher (motives that are positively related to effort, involvement and commitment) and maladaptive motives for becoming a teacher (motives that are negatively related to these constructs). The most important motive identified for becoming a teacher was the pre-service teachers’ belief in their teaching abilities. The least important motive was their perception of teaching as a fallback career.

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References

2003Education at a glance: OECD indicators, 2002 2005Education At A Glance 2007Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale 1992Characteristics of Entering Teacher Candidates 2006Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities 2008Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers 2008Initial and changing student teacher motivation and commitment to teaching 2005‘I’ve decided to become a teacher’: Influences on career change

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