Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified as most important in their decision to teach. Furthermore, the authors examine longitudinal relationships for participants who have now completed their teaching qualification (N = 294) to determine how entry motivations relate to exit levels of teaching engagement and professional development aspirations. The study makes several important theoretical contributions: The authors extend the values component of the expectancy-value motivational framework, go beyond high school students to examine career choices of adults, and specifically examine the domain of teaching as a career choice. The new FIT-Choice measure provides a theoretical and analytical framework to help guide future investigations in this area. Understanding teacher candidates motivations for choosing teaching has implications for teacher education planning and curriculum design, teacher recruitment authorities, and government and intergovernmental planning and policy decisions-especially when many countries around the globe are struggling to attract and retain teachers in a climate of escalating teacher shortages.
Original languageEnglish
Pages (from-to)167 - 202
Number of pages36
JournalJournal of Experimental Education
Volume75
Issue number3
Publication statusPublished - 2007

Cite this

@article{7888d54e5e7e453591fdf3206c0c1af0,
title = "Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale",
abstract = "The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified as most important in their decision to teach. Furthermore, the authors examine longitudinal relationships for participants who have now completed their teaching qualification (N = 294) to determine how entry motivations relate to exit levels of teaching engagement and professional development aspirations. The study makes several important theoretical contributions: The authors extend the values component of the expectancy-value motivational framework, go beyond high school students to examine career choices of adults, and specifically examine the domain of teaching as a career choice. The new FIT-Choice measure provides a theoretical and analytical framework to help guide future investigations in this area. Understanding teacher candidates motivations for choosing teaching has implications for teacher education planning and curriculum design, teacher recruitment authorities, and government and intergovernmental planning and policy decisions-especially when many countries around the globe are struggling to attract and retain teachers in a climate of escalating teacher shortages.",
author = "Watt, {Helen Margaret Gilchrist} and Richardson, {Paul William}",
year = "2007",
language = "English",
volume = "75",
pages = "167 -- 202",
journal = "Journal of Experimental Education",
issn = "0022-0973",
publisher = "Taylor & Francis",
number = "3",

}

TY - JOUR

T1 - Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale

AU - Watt, Helen Margaret Gilchrist

AU - Richardson, Paul William

PY - 2007

Y1 - 2007

N2 - The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified as most important in their decision to teach. Furthermore, the authors examine longitudinal relationships for participants who have now completed their teaching qualification (N = 294) to determine how entry motivations relate to exit levels of teaching engagement and professional development aspirations. The study makes several important theoretical contributions: The authors extend the values component of the expectancy-value motivational framework, go beyond high school students to examine career choices of adults, and specifically examine the domain of teaching as a career choice. The new FIT-Choice measure provides a theoretical and analytical framework to help guide future investigations in this area. Understanding teacher candidates motivations for choosing teaching has implications for teacher education planning and curriculum design, teacher recruitment authorities, and government and intergovernmental planning and policy decisions-especially when many countries around the globe are struggling to attract and retain teachers in a climate of escalating teacher shortages.

AB - The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified as most important in their decision to teach. Furthermore, the authors examine longitudinal relationships for participants who have now completed their teaching qualification (N = 294) to determine how entry motivations relate to exit levels of teaching engagement and professional development aspirations. The study makes several important theoretical contributions: The authors extend the values component of the expectancy-value motivational framework, go beyond high school students to examine career choices of adults, and specifically examine the domain of teaching as a career choice. The new FIT-Choice measure provides a theoretical and analytical framework to help guide future investigations in this area. Understanding teacher candidates motivations for choosing teaching has implications for teacher education planning and curriculum design, teacher recruitment authorities, and government and intergovernmental planning and policy decisions-especially when many countries around the globe are struggling to attract and retain teachers in a climate of escalating teacher shortages.

UR - http://<Go to ISI>://000245289300001

M3 - Article

VL - 75

SP - 167

EP - 202

JO - Journal of Experimental Education

JF - Journal of Experimental Education

SN - 0022-0973

IS - 3

ER -