ERIC Number: ED202818
Record Type: RIE
Publication Date: 1981-Apr
What Motivates Introductory and Senior Education Students to Become Teachers.
Bergsma, Harold M.; Chu, Lily
This study compares what motivates beginning and senior education students to want to become teachers in the present time when teaching positions are limited. Using a questionnaire adapted from an earlier study conducted in l976, students in an introductory education class and senior students in the midst of their student teaching phase were surveyed. It was found that the trend of the lack of teaching positions is matched by a trend of students selecting teaching based on intrinsic and altruistic motives. Compared to students in 1976, the students of the beginning 1980s were found to be even more interested in the intrinsic rewards of teaching, more likely to model their teachers, and less likely to be affected by relatives in their career choice. Beginning students tended to be motivated by liking for children, while graduating seniors tended to be motivated by criticism of schools and a desire to change and influence schools through teaching. Some implications for teacher education drawn from the results of this study are discussed. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13, 1981).