A Choosing a teaching career in Portugal: Motives and self-efficacy of master students
DOI:
https://doi.org/10.21814/rpe.18401Keywords:
Teaching, Intrinsic motives, Extrinsic motives, Teaching careerAbstract
This study analyzed students’ motives for choosing teaching as a career and its associations with sociodemographic variables, teacher education program characteristics, and self-efficacy. Participants were 183 student teachers (86% female) enrolled in different Portuguese Teacher Education Programs (master degree). Participants completed an on-line survey on their sociodemographic information and motives for their decision to become a teacher (Kiel, Geider, & Junger, 2004), and self-efficacy beliefs (Schwarzer & Jerusalem, 1995; Portuguese version by Araújo & Moura, 2011). The factorial analysis indicated four factors underlying the motives to become a teacher: (a) Characteristics of the profession, (b) Social influences, (c) Interest in the course or academic content, and (d) Promoting children's development. We found that, compared to other motives, students tend to attribute higher value to motives associated with promoting child development and the interest in the course/content. We also found statistically significant differences between the motives of students who chose a course that will allow them to teach in pre-school and/or elementary school (1str to 4th year) and those who chose a course that will allow them to teach specific subjects, as well as effects of the students’ age, gender and self-efficacy. Implications for the training of teachers are discussed.
This study analyzed students’ motives for choosing teaching as a career and its associations with sociodemographic variables, teacher education program characteristics, and self-efficacy. Participants were 183 student teachers (86% female) enrolled in different Portuguese Teacher Education Programs (master degree). Participants completed an on-line survey on their sociodemographic information and motives for their decision to become a teacher (Kiel, Geider, & Junger, 2004), and self-efficacy beliefs (Schwarzer & Jerusalem, 1995; Portuguese version by Araújo & Moura, 2011). The factorial analysis indicated four factors underlying the motives to become a teacher: (a) Characteristics of the profession, (b) Social influences, (c) Interest in the course or academic content, and (d) Promoting children's development. We found that, compared to other motives, students tend to attribute higher value to motives associated with promoting child development and the interest in the course/content. We also found statistically significant differences between the motives of students who chose a course that will allow them to teach in pre-school and/or elementary school (1str to 4th year) and those who chose a course that will allow them to teach specific subjects, as well as effects of the students’ age, gender and self-efficacy. Implications for the training of teachers are discussed.
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