Perceptions of the teaching profession and motivation to teach among Slovenian university students.

Autor/inn/en	Puklek Levpuscek, Melita; Depolli Steiner, Katja
Titel	Perceptions of the teaching profession and motivation to teach among Slovenian university students. Paralleltitel: Zaznave uciteljskega poklica in motivacija za poucevanje med slovenskimi studenti.
Quelle	In: CEPS journal, 15 (2025) 4, S. 277-300Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35141 10.26529/cepsj.1745
URN	urn:nbn:de:0111-pedocs-351411
Schlagwörter	Entscheidung; Wahrnehmung; Lehrberuf; Innere Motivation; Motivation; Äußere Motivation; Lehren; Philologie; Empirische Untersuchung; Berufswahl; Sozialwissenschaften; Einflussfaktor; Student; Slowenien
Abstract	This study examined the perception of the teaching profession among students of social sciences and languages who were finishing their undergraduate studies and intended to continue their studies with a master's degree. A subgroup of students planning to study for a master's degree in teaching reported on their motivation to teach and their satisfaction with their career choice, while a subgroup of students who planned to pursue a master's degree programme without a teaching degree responded to an open-ended question about why they did not want to become teachers. Participants answered the FIT-Choice Scale, which measures twelve motivational factors and six perceptions about the teaching profession. Students recognised teachers' expertise; however, social status and salary were rated lower, indicating an imbalance between demands and rewards in the teaching profession. Altruistic and intrinsic motives were the main reasons for choosing the teaching profession. Students who will study teaching also rated their ability to become a teacher highly. Extrinsic factors (job transferability, teaching as a fallback career and time for family) were less important. Qualitative thematic analysis of the responses of students who will not study to become a teacher revealed that low intrinsic value (e.g., disinterest in teaching) and low personal utility value (e.g., better professional development elsewhere) were the most common themes. The high job demands due to demanding interactions with children and parents were also mentioned, while the teacher education programme was perceived as excessively extensive. The implications of the study highlight important considerations for policymakers and teacher education programmes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3