Book contents
- Global Perspectives on Teacher Motivation
- Current Perspectives in Social and Behavioral Sciences
- Global Perspectives on Teacher Motivation
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Chapter 1 Why Teach?
- Chapter 2 Career Motivations of Student Teachers in the Republic of Ireland
- Chapter 3 Why Teach?
- Chapter 4 Factors Motivating Students to Become Secondary School Teachers
- Chapter 5 The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers
- Chapter 6 Motivations That Affect Professional Knowledge in Germany and Austria
- Chapter 7 Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia
- Chapter 8 How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers
- Chapter 9 Exploring the Relationships between Prospective Turkish Teachers’ Hopes, Motivations and Professional Plans
- Chapter 10 Motivations and Aspirations of Teacher Education Students in Indonesia
- Chapter 11 Teacher Motivation and Professional Commitment in the United States
- Chapter 12 Divided by Discipline?
- Chapter 13 Why Choose Teaching, and Does It Matter?
- Index
- References
Chapter 10 - Motivations and Aspirations of Teacher Education Students in Indonesia
Published online by Cambridge University Press: 20 September 2017
- Global Perspectives on Teacher Motivation
- Current Perspectives in Social and Behavioral Sciences
- Global Perspectives on Teacher Motivation
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Chapter 1 Why Teach?
- Chapter 2 Career Motivations of Student Teachers in the Republic of Ireland
- Chapter 3 Why Teach?
- Chapter 4 Factors Motivating Students to Become Secondary School Teachers
- Chapter 5 The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers
- Chapter 6 Motivations That Affect Professional Knowledge in Germany and Austria
- Chapter 7 Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia
- Chapter 8 How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers
- Chapter 9 Exploring the Relationships between Prospective Turkish Teachers’ Hopes, Motivations and Professional Plans
- Chapter 10 Motivations and Aspirations of Teacher Education Students in Indonesia
- Chapter 11 Teacher Motivation and Professional Commitment in the United States
- Chapter 12 Divided by Discipline?
- Chapter 13 Why Choose Teaching, and Does It Matter?
- Index
- References
Summary
Indonesian teachers earn low salaries compared with the national income (Jalal et al., 2009) – much less than other professionals such as engineers, accountants, lawyers, medical doctors, and much less than teachers in neighbouring countries (OECD, 2012). The main question in this study was: What attracts students to enter teacher education in this context? This chapter examines findings from a study investigating 802 Indonesian students’ motivations for entering into teacher education, their perceptions about the teaching profession and career aspirations. The study is founded on the Factors Influencing Teaching Choice framework which has been applied in diverse cultural settings, and includes additional culturally specific motivation factors of religion, the possibility of having a second job, affordable tuition fee for teacher education, less competitive entrance, and less time for degree completion relative to other university degrees. The findings revealed that religion was an important influence in Indonesia among future teachers; religious influences were rated higher than other motivations except for make social contribution, prior teaching and learning experiences, work with children/adolescents and intrinsic value.
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- Information
- Global Perspectives on Teacher Motivation , pp. 248 - 296Publisher: Cambridge University PressPrint publication year: 2017
References
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