Motivation for the Teaching Profession, Expectations, and Commitment of Future Teachers
DOI:
https://doi.org/10.55707/ds-po.v40i1.164Keywords:
motivation for choosing a teaching profession, altruistic motives, intrinsic motives, commitment to the teaching professionAbstract
In this article, we present the reasons for choosing the teaching profession, expectations regarding the profession and commitment to the profession among students of pedagogical master's programmes and participants of pedagogical-andragogical education (PAI). The study comprised 270 participants. The results show that the participants were primarily driven by altruistic and intrinsic reasons in their decision to choose the teaching profession, while extrinsic reasons were less important. The participants showed a high level of commitment and optimistic expectations of working with students and job satisfaction. The two groups differed only in commitment and optimism regarding the expectations about working with children, which were higher in the PAI participants. Our findings emphasise the importance of intrinsic motivation for choosing the teaching profession and the need to include more practical experiences in the training process, as these positively influence motivation and commitment to the profession. The results are consistent with previous research showing that prospective teachers are mainly motivated by intrinsic and altruistic reasons, and have a high level of commitment to the profession.
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