Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers

Research output: Contribution to journalArticle

Abstract

Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives and their academic engagement and dropout rates at the end of their studies. A sample of 333 student teachers at a Swedish university completed a questionnaire measuring motives for becoming a teacher and their academic engagement. The best model of a confirmatory factor analyses defined three motivational factors as altruistic, intrinsic and extrinsic motives. A path analysis showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.

Details

Authors
External organisations
  • Linköping University
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Psychology
Original languageEnglish
Pages (from-to)173-185
JournalJournal of Education for Teaching
Volume40
Issue number2
Publication statusPublished - 2014
Publication categoryResearch
Peer-reviewedYes
Externally publishedYes