A Comparative Study on Motivational Factors in Choosing Teaching Profession

Autor/in	Koklu, Onder
Titel	A Comparative Study on Motivational Factors in Choosing Teaching Profession
Quelle	In: International Journal of Comparative Education and Development, 25 (2023) 1, S.1-22 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koklu, Onder)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2396-7404
DOI	10.1108/IJCED-07-2022-0050
Schlagwörter	Foreign Countries; Middle School Teachers; Career Choice; Teaching (Occupation); Motivation; Gender Differences; United States; Turkey + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching; Lehrberuf; psychologische; Motivation (psychologisch); Geschlechterkonflikt; USA; Türkei
Abstract	Purpose: This study aims to identify the main motivational factors that led practicing teachers to choose teaching as a profession in the United States and Turkey. Another purpose of this research is to investigate the possible significant difference between male and female teachers from the United States and Turkey considering motivational factors that lead them to choose teaching as a profession. Design/methodology/approach: Qualitative and quantitative methods were used to collect and analyze the data. First, randomly selected middle grades teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Then, qualitative data obtained from personal statements were coded. The coding process allowed the researcher to create factors. Then, cross-tabular representation was produced by descriptive data. Finally, ANOVA was run in order to identify significant differences among groups of participants in terms of all motivational factors. Findings: Results indicated that (1) female teachers are motivated mostly by "Leisure and Comfort"; (2) "Enjoyment of subject" is a big motivator for US male teachers; (3) Turkish male teachers are motivated mostly by "Necessities" (4) male teachers have no strong desire to work with kids; (5) female teachers enjoy teaching more comparing the male teachers; (6) US Female teachers feel more personal fulfillment in teaching. Practical implications: Motivational factors and reasons for choosing a teaching career can be further investigated by qualitative case studies with selected male and female teachers in order to better understand the reasons that derived both male and female teachers to specific kinds of motivational factors. That may provide a tick description of how motivation for the teaching profession develops over time starting from early memories and experiences in education and schooling. Through the lens of these kinds of qualitative studies, we may better understand how lived experiences are affecting decision-making by developing interest in specific areas. Originality/value: Although there is a considerable amount of studies conducted to examine preservice teachers' reasons given for joining the teaching profession, limited research has been done with practicing teachers to better understand the factors that motivated them to join the teaching profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01