A mismatch between high-status profession and altruistic motives, and why it matters for the teaching profession

Abstract

The purpose of this study is to evaluate how instructors perceived their profession's status based on the characteristics of the profession and the motivations for entering and remaining in the teaching profession. Ten public elementary schools are participating in the research. The Rasch Model is used to examine the outcome. Based on the findings, it was discovered that there was more agreement on the features of high social status professions, but less agreement on the teaching profession's suitability for those traits. At the same time, the most common reason for becoming a teacher is a personal belief in the profession's importance. Further consideration is given to the notion that altruistic motives originated as an adaptive mental strategy for retaining the teaching profession rather than the reality that it is less monetarily rewarding. Teachers’ worth may be influenced by social and cultural variables.