Motivation and choice of teachers to pursue their postgraduate studies in an ethnic minority college

Abstract

PurposeThe purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.Design/methodology/approachDuring the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college.FindingsFindings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation.Research limitations/implicationsThe conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development.Originality/valueThe paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.