Career Choice Motivation Research Articles

Exploring the Career Decisions of High-Achieving Graduates-: A Case of the University of Loralai

Teachers play a key role in society. He is a person who produces leadership in society and prepares people for modern times, giving them knowledge and wisdom. Those are the teachers who educate the people and create humanity, and these people play an important role in making a society prosperous. They become a strong foundation of their country. This research was specifically conducted on the career choice of University of Loralai graduates under the Department of Education. The objective of the study was to find the factor that motivates high achievers towards teaching as a career. It was a qualitative research study followed by semi-structured interviews. All the students at the Department of Education whose GPA and CGPA was more than 3.5 were the population of the study. Out of this population, ten students (male 05, female 05) were selected as the sample of the study. An interview guide was developed, and data were collected. It was comprised of two parts: the first was about personal information, and the second part consisted of detailed questions about their career choice. After collecting the data, a thematic analysis was done. The major findings of the study were career choice motivation, the timing of career decision, the idea to consider teaching as a career, feeling like a teacher, advice for teaching, memorable moments, life goals, career doubts, overcoming doubts, and most favorite profession. The findings of the study recommended that families must have a supportive role in the career selection of young graduates.

Exploring the Career Decisions of High-Achieving Graduates-: A Case of the University of Loralai

Teachers play a key role in society. He is a person who produces leadership in society and prepares people for modern times, giving them knowledge and wisdom. Those are the teachers who educate the people and create humanity, and these people play an important role in making a society prosperous. They become a strong foundation of their country. This research was specifically conducted on the career choice of University of Loralai graduates under the Department of Education. The objective of the study was to find the factor that motivates high achievers towards teaching as a career. It was a qualitative research study followed by semi-structured interviews. All the students at the Department of Education whose GPA and CGPA was more than 3.5 were the population of the study. Out of this population, ten students (male 05, female 05) were selected as the sample of the study. An interview guide was developed, and data were collected. It was comprised of two parts: the first was about personal information, and the second part consisted of detailed questions about their career choice. After collecting the data, a thematic analysis was done. The major findings of the study were career choice motivation, the timing of career decision, the idea to consider teaching as a career, feeling like a teacher, advice for teaching, memorable moments, life goals, career doubts, overcoming doubts, and most favorite profession. The findings of the study recommended that families must have a supportive role in the career selection of young graduates.

Understanding career choice motivations: a case study of public school teacher candidates in Singapore

ABSTRACT In response to the rapidly-changing global market, Singapore has started to pay greater attention to educating students to become active and informed citizens with the high-level soft skills needed for the 21st century. This inspired us to examine how the government can effectively recruit a sustained and sufficiently large cohort of potential teachers with high levels of passion and self-efficacy to teach the humanities and social sciences (HSS) to today’s young generation. Based on semi-structured interviews with teacher candidates who aim to become HSS secondary school teachers in Singapore, we found that their motivations are shaped not only by fundamental vocational and material forces, but also by various non-material, social and cultural forces, which might build up over time. Particularly, not to mention the values embedded in the HSS, individual trainees’ prior experiences with learning and teaching, their so-called socialization influences from former teachers and/or co-curricular activities, have played a critical role in their goal orientation.

Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology

As a topic of rising interest, language teacher motivation has been studied through various lenses and across different contexts over recent years. Yet, relatively scant attention has been paid to Chinese language teachers teaching overseas. Using Q methodology and supplementary interview data, this study investigated the motivational profiles of multilingual Chinese as a foreign language (CFL) teachers who teach abroad. An analysis informed by the Factors Influencing Teaching Choice (FIT-Choice) model identified four types of career choice motivation: ‘self-devotion and social contribution’, ‘personal utility’, ‘personal interest+’, and ‘personal pursuit and immigration path’. The results show that teachers with a strong sense of national pride and social responsibility chose the career mainly for social contribution. They shared with teachers driven by personal interest, a positive attitude and a strong commitment to the career. Teachers driven by personal utility and teachers pursuing diverse life experiences or permanent residence were more likely to choose to teach Chinese as a last resort, which potentially inhibited their determination and commitment to the job. The study further explores the complexity of teachers’ career choice motivation by investigating the interaction between the identified types. The discussion of these findings contributes to a better understanding of the subjectivity of multilingual CFL teachers and provides insights into Chinese teachers’ professional development and the sustainability of international Chinese education.

Effect of career choice motivation and major satisfaction of college students in the department of health on career identity

To identify basic data for systematic guidance and education to establish a firm career identity by identifying the relationship between major satisfaction and career identity for college students in health department. This study measured major satisfaction, career choice motivation, and career identity for college students in the Department of Health at J University, and conducted frequency, percentage, t-test, ANOVA and Scheffe post-test, and Pearson correlation analysis using the SPSS/WIN 18.0 program. As a result of analysing the correlation between the subject's career satisfaction and career identity, there was a negative correlation. As a result of analysing the correlation between the subject's career satisfaction and career choice motivation, there was a negative correlation. As a result of analysing the correlation between career identity and career choice motivation, there was a negative correlation, in the group who experienced clinical practice and improved grades, major satisfaction was high and career identity was low. Therefore, the need for educational support and programs to increase career satisfaction is required.

I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo

The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

Examining the dimensionality of pre-service teachers' enthusiasm for teaching by combining frameworks of educational science and organizational psychology.

The aim of this study was to obtain a holistic understanding of pre-service teachers’ enthusiasm for teaching (a subject) by examining its structure as well as relevant factors that may be related to it in the first phase of teacher education. For this purpose, we considered two strands of research: educational science and organizational psychology. Accordingly, the professional competence model and the job demands and resources model helped to identify factors that are associated with pre-service teachers’ enthusiasm for teaching. Responses of 211 pre-service biology teachers indicated that enthusiasm for teaching can be considered as one-dimensional. Moreover, we found positive relationships between enthusiasm for teaching and academic self-concept, intrinsic career choice motives and occupational commitment. In contrast, we detected negative relations between enthusiasm for teaching and both emotional exhaustion and intention to quit. No significant relations could be found for enthusiasm for teaching and both professional knowledge and extrinsic career choice motives. Our findings highlight the importance of enthusiasm for teaching in the earliest stage of teachers’ careers. Thus, our study points out relevant factors that could help to maintain high enthusiasm and to keep (pre-service) teachers healthy and in the profession.

Student teachers’ knowledge integration across conceptual borders: the role of study approaches, learning strategies, beliefs, and motivation

There is widespread agreement that student teachers need to construct an integrated knowledge base across multiple domains. This study examined the contributions of intraindividual factors of self-regulated learning to explaining student teachers’ (a) integration of knowledge across topics and domains (i.e., integrative learning) and (b) disjointed processing of potentially domain-specific learning content (i.e., separative learning). The factors considered were study approaches; cognitive, metacognitive, and resource-related learning strategy use; epistemological and pedagogical beliefs; and career choice motivation. The study applied a cross-sectional survey design and examined separative and integrative learning in N = 103 student teachers by way of multiple regression analyses with backward eliminations. A key finding is that deep and strategic study approaches and certain cognitive learning strategies contributed significantly to explaining integrative learning in student teachers. Epistemological and pedagogical beliefs were not able to predict integrative learning. Regarding separative learning, the study identified the surface study approach, specific epistemological and pedagogical beliefs, and the “usefulness” motive for career choice as positive predictors and critical thinking as a negative predictor. The study demonstrates differences in how integrative and separative learning are shaped by distinct intraindividual factors. Implications are discussed with regard to student teachers’ self-regulated learning and pre-service teacher education.

Comparative Assessment of Motivation for Career Choice Among Students Studying in a Private Medical Institution

Aims: (a) To compare career choice motivations between medical and dental students from the same institution and (b) To compare career choice motivations between male and female students at the institution. Methodology: This was a cross-sectional study where 304 students answered a questionnaire regarding career choice motivations. Responses consisted of 6 dimensions and 18 items. SPSS 23 was used for data analysis. Results: Both medical and dental students gave similar responses to career choice motivators with only one item showing a significant difference, diverse career opportunities, favoured more by medical students (p=.032). Both groups were more motivated by professional status and opportunity to care for people, less by working hours and high income. Genders showed significant differences in the dimensions of status and security (p=.004), and nature of occupation (p=.0001), with males scoring higher. From individual items, professional status was the highest motivator (92% males, 84.5% females). The lowest motivators for males was high income and regular working hours (both 60%) and regular working hours for females (31.1%) followed by high income (42.7%). Significant differences were seen in secure career (p=.004), regular working hours, (p=.0001), opportunity for self-employment (p=.013), use of manual skills (p=.012), general interest in science (p=.043), and high income (p=.0001), all favoured more by males. Conclusion: Both medical and dental students selected their careers for mainly professional and altruistic considerations rather than monetary gain, however, males were more highly motivated by status, security and income compared to females. Keywords: Career choice, dental students, gender, medical students, motivation.

Work-related coping behaviour and experience patterns, career choice motivation, and motivational regulation of first-year teacher education students – Evidence from Germany and the Czech Republic

This study examined the association between work-related coping behaviour and experience patterns (WCEP), career choice motivation, and motivational regulation in first-year German teacher education students and their counterparts from the Czech Republic. The key finding of the present study was the association between the desirable health-promoting work-related pattern and the more autonomous higher-quality types of motivation. Regarding the cross-country differences, German students differed significantly from Czech students in terms of WCEP assignment. Whereas German teacher education students displayed more frequently the healthy work-related pattern, Czech teacher education students, on the other hand, tended to be more vulnerable to burnout.

Pre-Service Teachers’ Career Choice Motives: A Scale Development Study

In the present study, it is aimed to develop a valid and reliable scale to examine the factors playing role in the career choices of pre-service teachers studying in different teacher education programs. Accordingly, the scale was developed with the data gathered from 360 pre-service teachers studying in different departments of the education faculty of a state university in the Central Anatolian Region in Turkey in the 2018-2019 academic year. Only freshmen students were included in the sample and thereby their motives for choosing teaching profession were examined in the time period when they had just started teacher education programs. The scale development process started with the generation of the item pool based on a literature review and studies of validity and reliability followed this phase. Specialists’ opinions were resorted to for content validity and the construct validity was tested through exploratory factor analysis. Cronbach’s Alpha values were examined for reliability. As a result of the validity and reliability studies, it is put forth that the 26-item scale consisted of five factors which are advantages of profession, pedagogic interest, belief in talent, social effects and lesser difficulty level of teaching programs. The validity and reliability values of the scale suggest that it is a valid and reliable instrument to be used in studies related to pre-service teachers’ motives in career choices.

Preliminary study of the relationship between career choice motivation and understanding of professionalism in newly enrolled medical students in China: a cross-sectional study

ObjectivesEarly professionalism education for first-year students is important for generating sound knowledge and attitudes towards medical professionalism. Of the many factors affecting professionalism and professional identity formation in medical students,...

Determinants of judges\u2019 career choices and productivity: a Polish case study

The goal of this paper is to identify factors which affect judges’ productivity and career choice motives with the view of increasing judicial efficiency. Specifically, the investigation focuses on such aspects as judges’ remuneration, promotion, threat of judgment revocation, service/mission, periodic assessment, the threat of a complaint about protracted proceedings or of disciplinary proceedings, the threat of destabilization of the employment relationship, status/prestige of the profession, power/authority, social recognition, leisure, as well as administrative supervision and self-monitoring. To this end, a survey was conducted among judges of three of the largest Polish regional courts and subordinate district courts. The descriptive and statistical analyses show that judges’ care for the number of cases resolved, proxying for their productivity, is significantly correlated with self-monitoring of their adjudication activity. The stability of employment, the status/prestige of the profession and a relatively high remuneration are the most important factors in terms of judges’ career choices. In their care for the number of cases resolved remuneration is, albeit, no longer a relevant factor. Judges monitor their productivity due to reasons other than remuneration, possibly the sense of service/mission and the threat of various adverse consequences, the evidence for which is, however, also rather weak.

Impact of career choice motivation on academic burnout in senior dental students: A cross-sectional study

BackgroundMotivation triggers all human activities including learning and lack of career motivation can lead to decreased efficiency. This study assessed the association between academic burnout and career choice motivation in senior dental students.MethodsThis cross-sectional study was performed on senior dental students of all four dental schools in Tehran in 2017. Dental students voluntarily filled out a 33-item questionnaire that comprised three sections. The first section included the Burnout Clinical Subtype Questionnaire (BCSQ-SS) with 12 questions addressing academic burnout. The second section consisted of 8 questions about career choice motivation, and the third section concentrated on 13 questions dealing with demographics. The individual scores of each section and the total scores were reported. The factor analysis of 8 questions about dental career choice motivation yielded 3 factors of social status and security, altruism, and others’ advice motivations. The data were analyzed using regression test.ResultsTotally, 131 students filled out the questionnaire (response rate = 86%). The total score of academic burnout was 38.89% ± 1.13%. The highest and the lowest burnout scores belonged to the domains of “overload” (46.69%± 1.46%) and “neglect” (31.98%± 1.32%), respectively. The most and the least frequently mentioned source of motivation for choosing dentistry were high income and failing to enter other fields, respectively. The burnout score was higher in students with altruism motivations (P = 0.007) and lower in students with others’ advice motivations (P = 0.004). The burnout score was higher in students with inadequate or moderate financial support from the family and lower in students whose mothers’ educational level was high-school diploma or lower.ConclusionSenior dental students in Tehran encountered different levels of academic burnout. In the present study, low financial support and altruism as career choice motivations were associated with higher level of academic burnout.

Job attraction and career choice motivation in a socialist-market economy: the case of the young Vietnamese workforce

ABSTRACT This paper aims to explain the career choice motivation of young workers in a non-Western setting, Vietnam. After witnessing the greater role of the relatively small but competent bureaucracy in East Asia, many have assumed that ‘pervasive and powerful’ bureaucracy also occupies a similar prestigious position in the rapidly growing Vietnam. For the past decade, however, declining talent acquisition in the public sector indicates that good quality workers are leaving or not choosing public sector jobs. What job motivators and perception on the government jobs affect the younger generation’s career choice in Vietnam? Based on the classic motivation theories and Public Service Motivation (PSM) framework, we surveyed fresh graduates and final year university students (n = 433) and found that there is a positive relationship between public career choice and motivation to serve the public as PSM theory expected. Yet, our data show that traditional job motivators such as materialistic benefits, job security, and stability were more important for the young Vietnamese. From a comparative perspective, this suggests that Vietnamese bureaucracy, regardless of its power and pervasiveness, needs substantial improvement by meeting public workers’ basic sanitation needs and working environment to recruit quality manpower for continuous economic success.

Career-choice motivations of prospective VET teacher: Validation of the FIT-Choice framework and exploration of reasons to pursue a degree in Business Education

Nationally and internationally an increasing interest in research on student teachers’ career choice motivation can be observed. Although not in the same intensity, research about why students choose their degree has also a tradition in the context of business education. At the same time, it has to be noted that this existing research did not yet make use of established research instruments and usually concentrated on single university contexts. The aim of this study was to bridge this research gap by using a standardised questionnaire based on the well established FIT-Choice framework to survey 879 students studying business education in 12 different German universities. This sample will be used to answer the following research questions: (1) Can the FIT-Choice instrument be used with business education students?, (2) Because of what career-choice motives as well as career-related perceptions do business education students study their degree? and (3) In what way do business education students’ career choice motivations as well as career-related perceptions differ in regard of gender, prior VET apprenticeship, and career aspiration? The validation shows that the FIT-Choice framework can indeed be used to investigate business education students. In addition, insights are generated why students chose to study business education (e. g., high relevance of polyvalence).

Educational paths, study and career choice motives, beliefs and interests

Part of teachers’ professional competence are not only analytical-cognitive facets, but also convictions and values, motivational aspects as well as the ability to self-regulate (Kunter/Baumert/Blum 2011). The following study examines to what extent teacher training attracts people with similar motivational structures, interests and convictions and whether there are clear discrepancies between the teaching positions in general education and vocational schools. For this reason, four cohort groups of student teachers (LaG: n = 366 and LaB: n = 132) have been interviewed since the winter term 16/17 at the beginning of their studies about their study access routes, study and career choice intentions and their willingness to reflect. It has been shown that despite a different education the motivational prerequisites are largely homogenous between the teaching posts.

Assessment Measure of Career Choice Motivation in VET Teacher Training using FEMOLA

FEMOLA and FIT-Choice are two validated instruments to study career choice motives of pre-service teachers of general education. As VET teaching is less known (Frommberger/Lange, 2018) and popular (Ebner/Rohrbach-Schmidt, 2019) and, in addition, their students’ biographies differ, the question arises as to how well suited the existing instruments are to research this target group. Our study examines the suitability of the FEMOLA questionnaire for professional teachers using confirmatory factor analysis and autobiographical-narrative interviews. In principle, the instrument showed an adequate fit. Moreover, several possibilities to extend and adapt FEMOLA for VET AND general education teaching were revealed.

Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

Context: The current shortage of teachers in Germany, especially in vocational schools, is of relevance to the education system and labour market policy. To recruit future teachers more effectively, it is of great importance to gain a better understanding of pre-service teachers’ career choice motivation. However, research has concentrated so far mainly on teachers in the general education system. The present study investigates the career choice motivation of students who will become vocational education and training (VET) teachers and compares it to the career choice motivation of future comprehensive school teachers. Approach: We surveyed N = 79 teacher training students in total, 30 pre-service VET teachers and 49 pre-service comprehensive school teachers at the beginning of their university-based teacher training. To measure career choice motivation, we used the standardized questionnaire Motivation for Choosing Teacher Education (FEMOLA) including six subscales (Pohlmann & Möller, 2010). In order to compare pre-service VET and comprehensive school teachers with regard to the six scales of career choice motivation, we performed a multivariate analysis of covariance (MANCOVA). Findings: We found the highest means for the motives subject-specific and educational interest for the future VET teachers. In comparison to the pre-service comprehensive school teachers, they rated their educational interest, social influences, and utility as significantly less relevant in terms of their career choice motivation. There are no significant differences on the other three motivational scales. Conclusion: The findings show that the two groups partially differ in their motivations to become a teacher. Therefore, we can conclude that the measures for attracting new students should also be individually adapted to the motives for their career choice. For example, in a counselling interview, the motives for choosing a profession should be discussed and compared with the requirements for studying and later working life.

The Influence of Career Choice on Neurological Academic Performance Among Critical Care Students In Abuja, Nigeria

In Nigeria, Critical care is yet to subspecialize; the neurology curriculum is a core subject. The evidence of career choice motivation and neurological academic performance has not been well elucidated, as such, demonstrating a valid premise that critical care students choice resulted in better academic performance will be very useful. The value can be seen in improved students' guidance, better curriculum development and improved healthcare setting goals. This study was set up to ascertain the relationship between career choice motivators and learning outcomes among critical care nursing students with emphasis on neurological curriculum. A cross sectional quantitative descriptive study and analysis techniques were explored using three academic sessions of critical care nursing students of the School of Post Basic Critical Care Nursing of University of Abuja, Nigeria. Responses to the question “why did you choose critical care nursing” were collated and then themes developed. Their score in neurology was used to assess academic performance. Statistical analysis conducted using IBM-SPSS version 23. Ninety students responded with males constituting 24 (26.7) and females, 66 (73.3). There was statistical difference between 'passion for critically ill', 'having no reason' and academic performance, (χ2=8.707, p=0.003), and (χ2=13.306, p <0.001) respectively. Passion was found to be responsible for career choice and motivating influence on neurocritical academic performance.