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 3 - Why Teach?
Antecedents and Consequences in Spain
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
Attracting selecting and retaining better teachers is fundamental to improving education in the Spanish context. In this chapter we examine the motivations for choosing a teaching career using the FIT-Choice framework with a sample of Pre-Primary and Primary preservice teachers (N=851) and show that prior teaching and learning experiences are important factors when people choose to undertake a teaching degree. Confirmatory Factor Analysis using maximum likelihood estimation showed construct validity of the FIT-Choice scale when translated into Spanish. One-way between-groups multivariate analysis of variance assessed the impact of prior teaching experiences on the FIT-Choice motivational and perceptional factors, confirming the results obtained from other national studies undertaken in Spain. The most highly valued factors were work with children, intrinsic career value and shape the future of children. Fallback career was the least endorsed factor. Our results demonstrate the influence of prior informal experiences in the form of school, family and work experience in choosing a teacher education degree. Knowing that there is an effect between prior informal experiences and perceived ability, intrinsic career value, social utility and social influences can inform policy designed to attract capable students, as well as more males into the teaching profession.
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- Global Perspectives on Teacher Motivation , pp. 22 - 54Publisher: Cambridge University PressPrint publication year: 2017
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