Abstract
In this study, the assumption that motivation is relevant for preservice teachers’ engagement to the profession is investigated using the Factors Influencing Teaching (FIT) Choice theory. This assumption is tested in two Dutch teacher training contexts. Survey data from preservice teachers training in training for secondary education level (n=168) and primary education level (n=53) were used in stepwise regression analyses. In both contexts, working with children and adolescents was in the top three of important motives to become a teacher. As well, this motive predicted many factors relevant for the engagement to the profession (e.g., planned effort, planned persistence, and leadership aspirations). Differences between the contexts were observed regarding which motives contribute to the preservice teachers’ engagement to the profession.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
