Date on Master's Thesis/Doctoral Dissertation

8-2013

Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department (Legacy)

Department of Leadership, Foundations, and Human Resource Education

Committee Chair

Larson, Ann Elisabeth

Subject

Teachers--Vocational guidance; Vocational guidance

Abstract

The purpose of this study was to analyze motivational and demographic factors that influence pre-service teachers’ decision to become teachers. The theoretical framework used in this study is the Factors Influencing Teaching Choice (Richardson & Watt, 2006), which is rooted in Expectancy Choice (Wigfield & Eccles, 2000) and Social Cognitive theories (Bandura, 1997). The results indicated that the motivational factors did not significantly influence respondents choices. The demographic factors, gender, ethnicity, type of program, and type of certification, were not significantly associated with motivational factors that influence pre-service teachers to choose teaching as a career. Findings suggest in terms of policy, changes to teacher preparation programs should be leveraged to prepare a diverse pool of social persuaders who will shape the future of the teaching profession. In terms of research, future and longitudinal studies which employ mixed methods are needed in order to explore further the motivational factors and the ongoing nature of these in pre-service teacher preparation and induction to the profession. In terms of practice, the teaching profession needs practitioners and teacher preparation programs to address and further develop increased social equity awareness among pre-service and new teachers. Teacher preparation programs and school districts are advised to design, provide, and upkeep appropriate support systems to help pre-service teachers and teachers new to the profession to successfully navigate and cope with the challenges of the 21st century, in their classrooms and for their P-12 students as world citizens.

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