Career Development Aspirations Research Articles

The Impact of Motivation and Commitment on Gen Z Work Performance in the Jabodetabek Area

This study explores the impact of motivation and commitment on the work performance of Gen Z (Generation Z) employees in the Jabodetabek area. The study aims to identify the most significant factors influencing the work performance of Gen Z in the Jabodetabek area, a demographic group known for their technological fluency and career development aspirations, and focus on work-life balance. The research employs a quantitative approach. The findings contribute to understanding how motivation and commitment can be leveraged to improve work performance in the Jabodetabek region, a critical hub for businesses and organizations in Indonesia. The study's results provide valuable insights for managers and policymakers seeking to optimize the performance of their workforce, particularly in the context of the evolving work dynamics driven by digitalization and the changing preferences of younger generations. This research helps to see the development of employee performance, especially in Gen Z, a generation that has just entered the world of work. The results showed that work motivation contains a positive and critical impact on the performance of Gen Z workers, work commitment encompasses a positive and noteworthy impact on the performance of Gen Z workers, also simultaneously work motivation and work commitment have a positive and noteworthy impact on the performance of Gen Z workers in Jabodetabek area

Women's career development through everyday life in post‐war Japan: Survey of the Shufuren (the Japanese Association of Consumer Organizations)

AbstractThis paper explores the career development process of women in postwar Japan who belonged to the Shufuren (the Association of Consumer Organization), the homemakers' federation, and who became experts in everyday life through studying and researching to improve their lives. It analyzes the organizational chart, hours and fundings for activities, details of activities, formation of the cooperative relationships, and career development of the leaders. The women who gathered at the Shufuren studied and researched the issues that arose in daily lives. By accumulating survey and research data and presenting scientific evidence, they made requests and proposals for improvements to the Diet, governments, and industries. Through these activities, they contributed to establish laws and systems protecting consumer rights. The women also developed partnerships with other civic groups in sharing current social issues. They expanded the circle of the movement and asserted their demands to the Diet, government agencies, industries, and the public. The members grew as experts in everyday life by steadily building their careers with passion for daily activities. Their activities were not limited to the Shufuren; some women went beyond the Shufuren to become leaders of organizations. Conventionally, homemakers are viewed as not having career development aspirations. When discussing women's career development in Japan, attention has focused on career development through work and balancing work and family life. However, the activities and steps taken by the female members of the Shufuren to improve their lives should also be considered a form of career development.

Relationship between science teachers’ teaching motivations and career development aspirations

ABSTRACT While science teachers play a pivotal role in schools in fostering students’ scientific literacy, interest, and aspirations, many countries face a lack of motivated pre-service teachers (PSTs) for science education. Accordingly, this study aims to explore science PSTs’ motivations for choosing a teaching profession and how these motivations are associated with their aspirations to remain in the teaching profession. The study chose seven factors that were relevant to the Social Cognitive Career Theory framework and investigated the relationships among those factors. The results indicated a positive relationship between the PSTs’ motivation to work with children and career development aspiration, while those who stated having more time for family as the key motivation to choose the teaching profession presented a negative association. Also, this study revealed the critical role of previous learning experiences and perceived teaching ability in increasing the science PST’s planned effort and persistence in the teaching profession.

Relationship between preschool principals' support behavior and teachers' professional capital

Previous results concerning the link between preschool principals' support behavior and teachers' professional capital have been mixed. We clarified this relationship by investigating the mediators of (a) individual differences in preschool teachers' perceived effort–reward imbalance and (b) their professional engagement and career development aspirations. Participants were 3,623 preschool teachers in China. We examined the hypotheses using a conditional process analysis. Results showed that principals' support behavior was positively related to teachers' professional capital and their perception of effort–reward imbalance. Further, professional engagement and career development aspirations played a serial mediating role in this relationship. Our results provide theoretical guidance and practical suggestions for kindergarten principals to increase support for teachers and create a work atmosphere that promotes the development of preschool teachers' professional capital.

Latent analysis of the relationship between burnout experienced by Chinese preschool teachers and their professional engagement and career development aspirations

ABSTRACT There are limited studies involving the relationship between preschool teachers’ job burnout and their professional engagement and career development aspirations. This study classified latent profiles according to job burnout indices for Chinese preschool teachers and examined the characteristics of each profile and how they affect professional engagement and career development aspirations. A cluster sample of 1000 preschool teachers (54 males and 946 females; average age = 30.93, SD = 9.91) was recruited to complete questionnaires regarding job burnout, professional engagement and career development aspirations. Results indicated that preschool teachers’ job burnout can be divided into four latent classes: 1) low burnout (9%); 2) exogenous burnout (42%); 3) endogenous burnout (44%) and 4) high burnout (5%). The demographic variables such as gender, marital status, working years, preschool location and job category have a significant impact on the potential categories of preschool teachers’ job burnout. Furthermore, the four categories of job burnout show significant differences in the level of professional engagement and career development aspirations and its dimensions, except the leadership aspiration dimension.

Relationship Between Professional Engagement, Career Development Aspirations and Motivation Towards The Teaching Profession of Prospective Teachers

The aim of the present study is to examine the relationship between professional engagement, career development aspirations, and motivation towards the teaching profession of prospective teachers. Having been structured both with descriptive and relational survey model, the study consisted of 460 volunteer prospective teachers attending pedagogical formation certificate program at the education faculty of a big university located in Turkey’s Western Black Sea Region. The research data was collected through the Personal Information Questionnaire, Professional Engagement and Career Development Aspirations (PECDA) Scale and Motivation Levels of Prospective Teachers towards the Teaching Profession (MLPTTP) Scale. According to the data gained from the study, it was determined that prospective teachers’ professional engagement and career development aspiration level was moderate and their motivation towards teaching profession level was high; there is a moderate, positive and significant relationship between professional engagement, career development aspirations and motivation towards teaching profession. In the light of the data gained from the present study, long-term studies can be carried out with prospective teachers, and the development of the subjects related to the present research can be monitored after they are appointed as teachers.

Pre-service teachers’ professional commitment, sense of efficacy, and perceptions of unethical teacher behaviours

This exploratory study examined whether pre-service teachers’ professional commitment and sense of efficacy significantly predict their perceptions of unethical teacher behaviours. Specifically, the present study aimed to uncover the factors influencing pre-service teachers’ ethical stances that potentially shape their actions regarding the challenging aspects of the teaching profession during the early phases of their career. Correlation and structural equation modelling analyses were conducted to analyse the data reliably. The results showed that pre-service teachers’ planned efforts significantly predicted the sense of efficacy in addition to their perceptions of ‘offensive and discriminative teacher behaviours’ and ‘irresponsible and dishonest teacher behaviours’. Additionally, pre-service teachers’ sense of efficacy significantly mediated the relationship between career development aspirations and perceptions of ‘irresponsible and dishonest teacher behaviours’. The results suggest that considering pre-service teachers’ professional commitment with a sense of efficacy can provide a comprehensive framework for understanding pre-service teachers’ ethical stances on unethical teacher behaviours.

İngilizce Öğretmen Adaylarının Kariyer Gelişimi İstekleri: Mesleki Gelişim ve Liderlik

This mixed-methods study was conducted to investigate pre-service teachers' career development aspirations with an emphasis on their leadership motivations and plans for professional development. A cohort of 672 senior pre-service English teachers answered the questionnaire and 88 of them were interviewed. Inferential and descriptive statistics were employed for quantitative data, and qualitative data were thematically analyzed. Leadership aspirations of teacher candidates were found to be moderate and mainly affected by observations as a learner. Participants' professional development motivations were high but they had very limited knowledge about the developmental activities. A remarkable number of interviewee had no idea about professional development. Finally, no significant difference was found between universities.

Let yourself grow.

Nicola Davies reports on a formula that can help to take long-term and short-term career development aspirations forward in a systematic and achievable way

Can HR practices retain flexworkers with their agency?

Purpose – Workers have different motives to be employed at specialist contract work agencies, such as career development aspirations, or a desire for freedom and independence. The purpose of this paper is to study how these different motives relate to the appreciation of HR practices applied by agencies and consequently to employee retention at the agency. Design/methodology/approach – Data were collected in a contract work agency for financial professionals. Management was interviewed about the HR practices used for employee retention. In addition, 291 agency employees filled out a questionnaire about their motives to be employed at the agency, their appreciation of the HR practices of the contract agency and their turnover intentions. Findings – Regression analysis showed that career development motivation was related to retention at the agency, but that this relation became weaker when tenure with the agency increased. HR practices (like training, supervisory support, career development support, information sharing and employee participation) proved to be related to lower turnover intentions of flex workers with a career development motivation. For flex workers with a freedom motivation the HR practices had no relationship with retention. Research limitations/implications – Data collection in one agency may limit generalization. Additional research needs to zoom in on alternative HR retention practices that align with freedom motivation. Originality/value – Specialist contract work agencies typically experience difficulties with employee retention. Agencies may retain their workers if they apply HR practices that are aligned with the motivation of people engaging in contract work.

Profiles of professional engagement and career development aspirations among USA preservice teachers

Future teachers have been found to exhibit different profiles of professional engagement and career development aspirations (PECDA) even at the very outset of their teaching career (Watt & Richardson, 2008). Highly engaged persisters, highly engaged switchers, and lower engaged desisters differed in their initial motivations for having chosen teaching as a career, perceptions about the profession, career intentions, and demographic characteristics. The present study builds upon and extends this line of research by exploring profiles with a sample from the United States, a culturally similar, yet different setting. Among 246 elementary and secondary preservice teachers from 2 midwestern universities, 3 distinct clusters were identified: highly engaged persisters, lower engaged desisters, and classroom engaged careerists. Teaching motivations and perceptions were compared for the 3 types, as well as changing satisfaction ratings from the start until completion of their teaching qualification; patterns were enriched using qualitative responses from open-ended survey questions. Explanations are advanced in terms of cultural differences in teaching career structures.

Prospective Teachers' Interest in Teaching, Professional Plans about Teaching and Career Choice Satisfaction: A Relevant Framework?

This study aimed to examine the relationships among prospective teachers' interest in teaching, professional engagement and career development aspirations, and career choice satisfaction. A total of 602 prospective teachers from various primary (for example, primary school teaching) and secondary (for example, English language teaching) teacher education programs of a large university in Turkey participated voluntarily in the study. The results show that, regardless of the effects of demographic variables such as gender, age, year of study or fields of study, the prospective teachers' interest in teaching can be identified through three distinctly different profiles: high, medium and low interest in teaching. Results of the present study also demonstrate that the profiles of prospective teachers' interest in teaching were significantly related to their career choice satisfaction and professional plans.