Book contents
- Global Perspectives on Teacher Motivation
- Current Perspectives in Social and Behavioral Sciences
- Global Perspectives on Teacher Motivation
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Chapter 1 Why Teach?
- Chapter 2 Career Motivations of Student Teachers in the Republic of Ireland
- Chapter 3 Why Teach?
- Chapter 4 Factors Motivating Students to Become Secondary School Teachers
- Chapter 5 The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers
- Chapter 6 Motivations That Affect Professional Knowledge in Germany and Austria
- Chapter 7 Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia
- Chapter 8 How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers
- Chapter 9 Exploring the Relationships between Prospective Turkish Teachers’ Hopes, Motivations and Professional Plans
- Chapter 10 Motivations and Aspirations of Teacher Education Students in Indonesia
- Chapter 11 Teacher Motivation and Professional Commitment in the United States
- Chapter 12 Divided by Discipline?
- Chapter 13 Why Choose Teaching, and Does It Matter?
- Index
- References
Chapter 11 - Teacher Motivation and Professional Commitment in the United States
The Role of Motivations for Teaching, Teacher Self-Efficacy and Sense of Professional Responsibility
Published online by Cambridge University Press: 20 September 2017
- Global Perspectives on Teacher Motivation
- Current Perspectives in Social and Behavioral Sciences
- Global Perspectives on Teacher Motivation
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Chapter 1 Why Teach?
- Chapter 2 Career Motivations of Student Teachers in the Republic of Ireland
- Chapter 3 Why Teach?
- Chapter 4 Factors Motivating Students to Become Secondary School Teachers
- Chapter 5 The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers
- Chapter 6 Motivations That Affect Professional Knowledge in Germany and Austria
- Chapter 7 Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia
- Chapter 8 How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers
- Chapter 9 Exploring the Relationships between Prospective Turkish Teachers’ Hopes, Motivations and Professional Plans
- Chapter 10 Motivations and Aspirations of Teacher Education Students in Indonesia
- Chapter 11 Teacher Motivation and Professional Commitment in the United States
- Chapter 12 Divided by Discipline?
- Chapter 13 Why Choose Teaching, and Does It Matter?
- Index
- References
Summary
The present study examined the motivational antecedents of teachers’ sense of professional commitment–commitment to teaching as a career and willingness to engage in professional tasks–in a sample of teachers in training enrolled in teacher education classes (N=703; 15% teachers seeking further qualifications, 9% student teachers, 53% pre-student teachers, 24% no teaching experience). Motivations for choosing teaching as a career, teacher self-efficacy, and sense of personal responsibility for educational outcomes each uniquely contributed to the prediction of professional commitment. In addition, self-efficacy and personal responsibility mediated the effects of motivations for teaching on professional commitment. Beyond the effects of motivations for teaching, self-efficacy predicted commitment to teaching as a career (planned persistence and satisfaction with career choice), personal responsibility predicted interest in professional development and both self-efficacy and responsibility predicted willingness to invest personal time in teaching-related tasks. The results reveal multiple pathways through which teachers’ motivations can influence their commitment to the profession at an early stage of their career trajectories, and thus have implications for teacher education, recruitment and retention.
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- Global Perspectives on Teacher Motivation , pp. 297 - 321Publisher: Cambridge University PressPrint publication year: 2017
References
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