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Motivation to become a teacher and engagement to the profession. Evidence from different contexts

Fokkens-Bruinsma, M. & Canrinus, E., 2014, In : International Journal of Educational Research. 65, p. 65-74 10 p.

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  • Motivation to become a teacher and engagement to the profession

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DOI

In this study, the assumption that motivation is relevant for preservice teachers’ engagement to the profession is investigated using the Factors Influencing Teaching (FIT) Choice theory. This assumption is tested in two Dutch teacher training contexts. Survey data from preservice teachers training in training for secondary education level (n = 168) and primary education level (n = 53) were used in stepwise regression analyses. In both contexts, working with children and adolescents was in the top three of important motives to become a teacher. As well, this motive predicted many factors relevant for the engagement to the profession (e.g., planned effort, planned persistence, and leadership aspirations). Differences between the contexts were observed regarding which motives contribute to the preservice teachers’ engagement to the profession.
Original languageEnglish
Pages (from-to)65-74
Number of pages10
JournalInternational Journal of Educational Research
Volume65
Early online date21-Oct-2013
Publication statusPublished - 2014

    Keywords

  • motivation, teaching, engagement

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