Students’ motivations to become teachers: FIT-Choice findings from Indonesia

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The motivations for undertaking teacher education and perceptions
about the teaching profession were examined among 802 fourth-year
undergraduate teacher education students at two public and two private
universities in Jakarta and Yogyakarta, Indonesia (M = 21, SD = 2.31, 83.16%
women). Following translations and piloting, participants completed the factors
influencing teaching choice scale (FIT-Choice; Watt and Richardson, 2007)
with culturally relevant factors added for: religious influences, second job (time
for casual work), tuition fee for teacher education (cheaper), admission into
teacher education (less competitive), time for teacher education studies
(shorter) and media dissuasion. The extended scale proved valid and reliable
with some modifications (e.g., item teaching qualification modified into
teaching certification). Social utility values, prior teaching and learning
experiences, intrinsic career value and religious influences were the main
motivations for choosing teacher education, followed by secure progression
prospects and ‘second job’. Choosing teacher education as a fallback career
was lowest rated, and correlated positively with all teacher education factors.
Teaching was perceived as a highly expert career, with high social status.
Original languageEnglish
Pages (from-to)179-203
Number of pages25
JournalInternational Journal of Quantitative Research in Education
Volume3
Issue number3
Publication statusPublished - 2016

Cite this

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title = "Students’ motivations to become teachers: FIT-Choice findings from Indonesia",
abstract = "The motivations for undertaking teacher education and perceptionsabout the teaching profession were examined among 802 fourth-yearundergraduate teacher education students at two public and two privateuniversities in Jakarta and Yogyakarta, Indonesia (M = 21, SD = 2.31, 83.16{\%}women). Following translations and piloting, participants completed the factorsinfluencing teaching choice scale (FIT-Choice; Watt and Richardson, 2007)with culturally relevant factors added for: religious influences, second job (timefor casual work), tuition fee for teacher education (cheaper), admission intoteacher education (less competitive), time for teacher education studies(shorter) and media dissuasion. The extended scale proved valid and reliablewith some modifications (e.g., item teaching qualification modified intoteaching certification). Social utility values, prior teaching and learningexperiences, intrinsic career value and religious influences were the mainmotivations for choosing teacher education, followed by secure progressionprospects and ‘second job’. Choosing teacher education as a fallback careerwas lowest rated, and correlated positively with all teacher education factors.Teaching was perceived as a highly expert career, with high social status.",
author = "Anne Suryani and Watt, {Helen Margaret Gilchrist} and Richardson, {Paul William}",
year = "2016",
language = "English",
volume = "3",
pages = "179--203",
journal = "International Journal of Quantitative Research in Education",
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}

Students’ motivations to become teachers : FIT-Choice findings from Indonesia. / Suryani, Anne; Watt, Helen Margaret Gilchrist; Richardson, Paul William.

In: International Journal of Quantitative Research in Education, Vol. 3, No. 3, 2016, p. 179-203.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

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AU - Suryani, Anne

AU - Watt, Helen Margaret Gilchrist

AU - Richardson, Paul William

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N2 - The motivations for undertaking teacher education and perceptionsabout the teaching profession were examined among 802 fourth-yearundergraduate teacher education students at two public and two privateuniversities in Jakarta and Yogyakarta, Indonesia (M = 21, SD = 2.31, 83.16%women). Following translations and piloting, participants completed the factorsinfluencing teaching choice scale (FIT-Choice; Watt and Richardson, 2007)with culturally relevant factors added for: religious influences, second job (timefor casual work), tuition fee for teacher education (cheaper), admission intoteacher education (less competitive), time for teacher education studies(shorter) and media dissuasion. The extended scale proved valid and reliablewith some modifications (e.g., item teaching qualification modified intoteaching certification). Social utility values, prior teaching and learningexperiences, intrinsic career value and religious influences were the mainmotivations for choosing teacher education, followed by secure progressionprospects and ‘second job’. Choosing teacher education as a fallback careerwas lowest rated, and correlated positively with all teacher education factors.Teaching was perceived as a highly expert career, with high social status.

AB - The motivations for undertaking teacher education and perceptionsabout the teaching profession were examined among 802 fourth-yearundergraduate teacher education students at two public and two privateuniversities in Jakarta and Yogyakarta, Indonesia (M = 21, SD = 2.31, 83.16%women). Following translations and piloting, participants completed the factorsinfluencing teaching choice scale (FIT-Choice; Watt and Richardson, 2007)with culturally relevant factors added for: religious influences, second job (timefor casual work), tuition fee for teacher education (cheaper), admission intoteacher education (less competitive), time for teacher education studies(shorter) and media dissuasion. The extended scale proved valid and reliablewith some modifications (e.g., item teaching qualification modified intoteaching certification). Social utility values, prior teaching and learningexperiences, intrinsic career value and religious influences were the mainmotivations for choosing teacher education, followed by secure progressionprospects and ‘second job’. Choosing teacher education as a fallback careerwas lowest rated, and correlated positively with all teacher education factors.Teaching was perceived as a highly expert career, with high social status.

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