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Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers

Jungert, Tomas LU ; Alm, Fredrik and Thornberg, Robert (2014) In Journal of Education for Teaching 40(2). p.173-185
Abstract
Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives and their academic engagement and dropout rates at the end of their studies. A sample of 333 student teachers at a Swedish university completed a questionnaire measuring motives for becoming a teacher and their academic engagement. The best model of a confirmatory factor analyses defined three motivational factors as altruistic, intrinsic and extrinsic motives. A path analysis showed a negative significant... (More)
Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives and their academic engagement and dropout rates at the end of their studies. A sample of 333 student teachers at a Swedish university completed a questionnaire measuring motives for becoming a teacher and their academic engagement. The best model of a confirmatory factor analyses defined three motivational factors as altruistic, intrinsic and extrinsic motives. A path analysis showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant. (Less)
Please use this url to cite or link to this publication:
author
publishing date
type
Contribution to journal
publication status
published
subject
in
Journal of Education for Teaching
volume
40
issue
2
pages
173 - 185
publisher
Routledge
external identifiers
  • scopus:84892974819
ISSN
0260-7476
language
English
LU publication?
no
id
66adb75b-0891-4004-9cad-a8d36d7d2b64 (old id 5368328)
date added to LUP
2015-05-18 16:52:25
date last changed
2017-11-12 03:08:40
@article{66adb75b-0891-4004-9cad-a8d36d7d2b64,
  abstract     = {Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives and their academic engagement and dropout rates at the end of their studies. A sample of 333 student teachers at a Swedish university completed a questionnaire measuring motives for becoming a teacher and their academic engagement. The best model of a confirmatory factor analyses defined three motivational factors as altruistic, intrinsic and extrinsic motives. A path analysis showed a negative significant relationship between the altruistic motive and dropout, mediated by academic engagement, whereas the relationships between intrinsic and extrinsic motives and academic engagement were not significant.},
  author       = {Jungert, Tomas and Alm, Fredrik and Thornberg, Robert},
  issn         = {0260-7476},
  language     = {eng},
  number       = {2},
  pages        = {173--185},
  publisher    = {Routledge},
  series       = {Journal of Education for Teaching},
  title        = {Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers},
  volume       = {40},
  year         = {2014},
}