Abstract
This presentation discusses students’ motivations for entering teacher education programs and their intention to become teachers in the Indonesian context. The study refers to the Factors Influencing Teaching Choice framework (FIT-Choice; Watt & Richardson, 2007) which has been empirically validated and applied by researchers in Australia, the United States, the Netherlands, Germany, Norway, Croatia, Switzerland, Turkey, and China.
The presentation examines the validity and reliability of an adapted and translated teaching motivations (FIT-Choice) scale in the Indonesian context and describes students’ motivations for entering into teacher education. Eight hundred and two final-year teacher education students (M = 21.61 years; SD = 2.31; 83.16 % women and 16.70% men) at two public and two private universities in Jakarta and Yogyakarta, Indonesia, participated in the main study.
The instrument was back-translated into Bahasa Indonesia and a pilot study was conducted. Confirmatory Factor Analyses (CFAs) and model fits were performed using AMOS 20 and internal consistency estimates were calculated using SPSS 20. The adapted FIT-Choice scale displayed good construct validity and reliability in the Indonesian setting. Making a social contribution and prior teaching and learning experiences were the main motivations.
The majority (81.92%) planned to become a teacher after study completion, 11.72% planned to teach temporarily then switch career, 4.86% intended to pursue non-teaching occupations and 1.50% did not respond. The findings contribute to the international and national literature, particularly on the comparisons of motivation for choosing a teaching career across different countries.
The presentation examines the validity and reliability of an adapted and translated teaching motivations (FIT-Choice) scale in the Indonesian context and describes students’ motivations for entering into teacher education. Eight hundred and two final-year teacher education students (M = 21.61 years; SD = 2.31; 83.16 % women and 16.70% men) at two public and two private universities in Jakarta and Yogyakarta, Indonesia, participated in the main study.
The instrument was back-translated into Bahasa Indonesia and a pilot study was conducted. Confirmatory Factor Analyses (CFAs) and model fits were performed using AMOS 20 and internal consistency estimates were calculated using SPSS 20. The adapted FIT-Choice scale displayed good construct validity and reliability in the Indonesian setting. Making a social contribution and prior teaching and learning experiences were the main motivations.
The majority (81.92%) planned to become a teacher after study completion, 11.72% planned to teach temporarily then switch career, 4.86% intended to pursue non-teaching occupations and 1.50% did not respond. The findings contribute to the international and national literature, particularly on the comparisons of motivation for choosing a teaching career across different countries.
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - Jul 2013 |
| Event | MERC Annual Conference 2013 - Monash University, Clayton, Australia Duration: 5 Jul 2013 → 5 Jul 2013 https://www.monash.edu/__data/assets/pdf_file/0003/399261/2013-Breaking-New-Ground.-How-does-educational-research-contribute-to-the-profession.pdf (Proceedings) |
Conference
| Conference | MERC Annual Conference 2013 |
|---|---|
| Abbreviated title | MERC 2013 |
| Country/Territory | Australia |
| City | Clayton |
| Period | 5/07/13 → 5/07/13 |
| Other | MERC is Monash Education Research Community |
| Internet address |