Pre-Service English Teachers’ Motivations Toward the Teaching Profession
DOI:
https://doi.org/10.21009/stairs.4.2.1Keywords:
McClelland's theory, motivation, pre-service English teachers, teaching practicumAbstract
This study investigates the motivations of pre-service English teachers at Esa Unggul University, Indonesia, after completing the teaching practicum. A mixed methods approach was employed, combining qualitative interviews and quantitative questionnaires with 36 pre-service teachers. Additionally, in-depth insights were gained from interviews with ten participants. McClelland's motivation theories - the need for power, affiliation, and achievement - guided the analysis. The findings indicate a strong inclination toward the need for achievement, emphasizing personal growth, academic excellence, and continuous learning. Pre-service teachers are dedicated to improving their teaching skills and positively impacting students. The need for power showed moderate motivation, reflecting interest in making an impact and seeking leadership roles. The need for affiliation demonstrated moderate motivation, highlighting the importance of positive relationships and collaboration. The teaching practicum significantly influenced pre-service teachers' motivations and commitment to a teaching career. Implications for teacher education programs underscore the necessity of supporting and recognizing pre-service teachers' motivations for a successful teaching profession.
References
Aydin, S. (2013). Teachers’ perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26:3, 214-233, DOI: 10.1080/09588221.2012.654495
Barr, J. J. (2016). Positive Classroom Climate. Idea Center, Inc, 61(October), 1–9.
Cohen, D. K. (2011). Teaching and its predicaments. Cambridge, MA: Harvard University Press.
Gao, X., & Trent, J. (2009). Understanding mainland Chinese students’ motivations for choosing teacher education programmes in Hong Kong. Journal of Education for Teaching, 35(2), 145–159. https://doi.org/10.1080/02607470902771037
Gebhard, J. G.(2009). The Practicum. In Burns A. & J.C.Richards (eds.) The Cambridge Guide to Second Language Teacher Education. Cambridge: CUP.
Ghufron, M. A., Taufiq, A., & Riskiyanto, M. (2022). Pre-Service English Teachers’ Pedagogical Competence in Teaching English: A Case of Teaching Internship Program (TIP). English Learning Innovation, 3(1), 27–41. https://doi.org/10.22219/englie.v3i1.19382
Gibson, R. (2010). Helping pre-service teachers learn to communicate effectively in school contexts. In R. Ewing, T. Lowrie, & J. Higgs (Eds.), Teaching and communication: Rethinking professional experience (pp. 93–104). Sydney: Oxford University Press.
Goegan, L. D., & Daniels, L. M. (2022). Just a Little Healthy Competition: Teacher Perceptions of Competition and Social Comparison in the Classroom. Canadian Journal of School Psychology, 37(4), 394–405. https://doi.org/10.1177/08295735221101223
Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39(3), 223–234.
Hagger, M., & Chatzisarantis, N. (2007). Intrinsic motivation and self-determination in exercise and sport. Leeds: Human Kinetics Europe Ltd.
Haigh, M., Ell, F., & Mackisack, V. (2013). Judging teacher candidates’ readiness to teach. Teaching and Teacher Education, 34, 1–11. https://doi.org/10.1016/j.tate.2013.03.002.
Hsu, S. (2005). Help-seeking behaviour of student teachers. Educational Research, 47(3), 307–318.
Irjus, I. (2014). Improving the Quality of Education Through E-Learning Methods. The Journal AL-AFKAR, 3, 69-83.
Jeong, K. O. (2016). A Study on Korean EFL Pre-Service Teachers’ Motivations in Choosing Teaching as a Career. 2016 International Conference on Platform Technology and Service, PlatCon 2016 - Proceedings, 1–4. https://doi.org/10.1109/PlatCon.2016.7456779
Lee, J., Tice, K., Collins, D., Brown, A., Smith, C., & Fox, J. (2012). Assessing student teaching experiences: Teacher candidates’ perceptions of preparedness. Educational Research Quarterly, 36(2), 3-20. https://files.eric.ed.gov/fulltext/EJ1061946.pdf
Lee, I., & Yuan, R. (2014). Motivation change of pre-service English teachers: A Hong Kong study. Language, Culture and Curriculum, 27(1), 89–106. https://doi.org/10.1080/07908318.2014.890211
Lestari, I., & Arfiandhani, P. (2019). Exploring Career Motivation of Indonesian pre-service EFL teachers. Advances in Social Science, Education, and Humanities Research, 353(3), 63–69. https://doi.org/10.2991/icosihess-19.2019.10
Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-service foreign language teachers. Profile: Issues in Teachers’ Professional Development, 17(2), 81-99. https://doi.org/10.15446/profile.v17n2.43641.
Maiza, M., Surtikanti, M. W., & Setyawan, A. (2020). Exploring pre-service teachers’ motivation in the frontier region: highlight of teaching practicum program. Journal of English as a Foreign Language Education, 1(1), 36–40.
McClelland, D.C. (1961). The achieving society. Princeton, New Jersey: Van Nostrand.
McClelland, D. C. (1975). Power: The inner experience. New York: Irvington Publishers.
McClelland, D. C. (1985). Human motivation. Chicago: Scott Foresman.
McClelland, D.C. (1987). Human Motivation. New York: Cambridge University Press
Mertler, C. A. (2009). Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12(2), 101–113. https://doi.org/10.1177/1365480209105575
Mufidah, N. (2019). The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97–114. https://doi.org/10.21093/di.v19i1.1469
Muir, T., Deed, C., Thomas, D., & Emery, S. (2021). Achieving Teacher Professional Growth Through Professional Experimentation and Changes in Pedagogical Practices. Australian Journal of Teacher Education, 46(9), 22–38. https://doi.org/10.14221/ajte.2021v46n9.2
Palomera, R., Fernández-Berrocal, P., & Brackett, M. A. (2008). Emotional intelligence as a basic competency in pre-service teacher training: Some evidence. Electronic Journal of Research in Educational Psychology, 6(15), 437–454.
Park, T., Shin, H., Kim, K., Kim, J., Seo, J., Song, W., Jeong, Y., Choi, K., & Han, S. (2016). Learner-centered PCK-based instructional designs of master teachers in secondary schools. Academy Press.
Pawan, et al. (2017). Teacher training and professional development of Chinese English language teachers. New York: Routledge
Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology, 94(3), 186–196.
Rots, I., Aelterman, A., & Devos, G. (2014). Teacher education graduates’ choice (not) to enter the teaching profession: does teacher education matter? European Journal of Teacher Education, 37(3), 279–294. https://doi.org/10.1080/02619768.2013.845164
Santosa, I. (2019). Cultural Manifestation in an Electronic Efl. Journal of English Language and Culture, 10(1), 10–20.
Sinclair, C. (2008). Initial and changing student-teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104.
Soepriyatna, S. (2016). Investigating and assessing the competence of high school teachers of English in Indonesia. Malaysian Journal of ELT Research, 8(2), 12.
Song, J. (2016). Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation. TESOL Quarterly, 50(3), 631–654. https://doi.org/10.1002/tesq.312
Suryani, A. (2020). “I chose teacher education because…”: a look into Indonesian future teachers. Asia Pacific Journal of Education, 40(1), 70–88. https://doi.org/10.1080/02188791.2020.1783202
Taylor, I. M., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding the antecedents of teachers’ motivational strategies in physical education. Journal of Sport & Exercise Psychology, 30(2), 75–94.
Trent, J. (2013). From learner to teacher: Practice, language, and identity in a teaching practi- cum. Asia-Pacific Journal of Teacher Education, 41(4), 426-440. https://doi.org/10.1080/13598 66X.2013.838621.
Tuli, F. and File, G. (2009). Practicum experience in teacher education. Ethiopian Journal of Education and Science, 5(1), 107 – 116.
Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework (April). Ruud de Moor Centrum, 18(August), 1–60. http://www.open.ou.nl/rslmlt/Wenger_Trayner_DeLaat_Value_creation.pdf
Yook, C., & Lee, Y. hun. (2016). Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices. Asia-Pacific Journal of Teacher Education, 44(5), 522–536. https://doi.org/10.1080/1359866X.2016.1144171
Yunus, M. M., Hashim, H., Ishak, N. M., & Mahamod, Z. (2010). Understanding TESL pre-service teacher’s teaching experiences and challenges via post-practicum reflection forms. Procedia - Social and Behavioral Sciences, 9(3), 722–728. https://doi.org/10.1016/j.sbspro.2010.12.224
Zahoor, A. (2018). Teacher Proactivity Influencing Student Satisfaction and Loyalty Role of Job Crafting and Work Engagement. Vikalpa, 43(3), 125–138. https://doi.org/10.1177/0256090918785046
Zarei, A. A., & Sharifabad, N. A. (2012). Experienced and novice Iranian teachers’ perceptions as to the effect of intrinsic factors on teacher efficacy. Basic Research Journal of Education Research and Review, 1(1), 4–14. Retrieved from http//www.basicresearchjournals.org
Barr, J. J. (2016). Positive Classroom Climate. Idea Center, Inc, 61(October), 1–9.
Cohen, D. K. (2011). Teaching and its predicaments. Cambridge, MA: Harvard University Press.
Gao, X., & Trent, J. (2009). Understanding mainland Chinese students’ motivations for choosing teacher education programmes in Hong Kong. Journal of Education for Teaching, 35(2), 145–159. https://doi.org/10.1080/02607470902771037
Gebhard, J. G.(2009). The Practicum. In Burns A. & J.C.Richards (eds.) The Cambridge Guide to Second Language Teacher Education. Cambridge: CUP.
Ghufron, M. A., Taufiq, A., & Riskiyanto, M. (2022). Pre-Service English Teachers’ Pedagogical Competence in Teaching English: A Case of Teaching Internship Program (TIP). English Learning Innovation, 3(1), 27–41. https://doi.org/10.22219/englie.v3i1.19382
Gibson, R. (2010). Helping pre-service teachers learn to communicate effectively in school contexts. In R. Ewing, T. Lowrie, & J. Higgs (Eds.), Teaching and communication: Rethinking professional experience (pp. 93–104). Sydney: Oxford University Press.
Goegan, L. D., & Daniels, L. M. (2022). Just a Little Healthy Competition: Teacher Perceptions of Competition and Social Comparison in the Classroom. Canadian Journal of School Psychology, 37(4), 394–405. https://doi.org/10.1177/08295735221101223
Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39(3), 223–234.
Hagger, M., & Chatzisarantis, N. (2007). Intrinsic motivation and self-determination in exercise and sport. Leeds: Human Kinetics Europe Ltd.
Haigh, M., Ell, F., & Mackisack, V. (2013). Judging teacher candidates’ readiness to teach. Teaching and Teacher Education, 34, 1–11. https://doi.org/10.1016/j.tate.2013.03.002.
Hsu, S. (2005). Help-seeking behaviour of student teachers. Educational Research, 47(3), 307–318.
Irjus, I. (2014). Improving the Quality of Education Through E-Learning Methods. The Journal AL-AFKAR, 3, 69-83.
Jeong, K. O. (2016). A Study on Korean EFL Pre-Service Teachers’ Motivations in Choosing Teaching as a Career. 2016 International Conference on Platform Technology and Service, PlatCon 2016 - Proceedings, 1–4. https://doi.org/10.1109/PlatCon.2016.7456779
Lee, J., Tice, K., Collins, D., Brown, A., Smith, C., & Fox, J. (2012). Assessing student teaching experiences: Teacher candidates’ perceptions of preparedness. Educational Research Quarterly, 36(2), 3-20. https://files.eric.ed.gov/fulltext/EJ1061946.pdf
Lee, I., & Yuan, R. (2014). Motivation change of pre-service English teachers: A Hong Kong study. Language, Culture and Curriculum, 27(1), 89–106. https://doi.org/10.1080/07908318.2014.890211
Lestari, I., & Arfiandhani, P. (2019). Exploring Career Motivation of Indonesian pre-service EFL teachers. Advances in Social Science, Education, and Humanities Research, 353(3), 63–69. https://doi.org/10.2991/icosihess-19.2019.10
Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-service foreign language teachers. Profile: Issues in Teachers’ Professional Development, 17(2), 81-99. https://doi.org/10.15446/profile.v17n2.43641.
Maiza, M., Surtikanti, M. W., & Setyawan, A. (2020). Exploring pre-service teachers’ motivation in the frontier region: highlight of teaching practicum program. Journal of English as a Foreign Language Education, 1(1), 36–40.
McClelland, D.C. (1961). The achieving society. Princeton, New Jersey: Van Nostrand.
McClelland, D. C. (1975). Power: The inner experience. New York: Irvington Publishers.
McClelland, D. C. (1985). Human motivation. Chicago: Scott Foresman.
McClelland, D.C. (1987). Human Motivation. New York: Cambridge University Press
Mertler, C. A. (2009). Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12(2), 101–113. https://doi.org/10.1177/1365480209105575
Mufidah, N. (2019). The Development of Pre-Service Teachers’ Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97–114. https://doi.org/10.21093/di.v19i1.1469
Muir, T., Deed, C., Thomas, D., & Emery, S. (2021). Achieving Teacher Professional Growth Through Professional Experimentation and Changes in Pedagogical Practices. Australian Journal of Teacher Education, 46(9), 22–38. https://doi.org/10.14221/ajte.2021v46n9.2
Palomera, R., Fernández-Berrocal, P., & Brackett, M. A. (2008). Emotional intelligence as a basic competency in pre-service teacher training: Some evidence. Electronic Journal of Research in Educational Psychology, 6(15), 437–454.
Park, T., Shin, H., Kim, K., Kim, J., Seo, J., Song, W., Jeong, Y., Choi, K., & Han, S. (2016). Learner-centered PCK-based instructional designs of master teachers in secondary schools. Academy Press.
Pawan, et al. (2017). Teacher training and professional development of Chinese English language teachers. New York: Routledge
Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology, 94(3), 186–196.
Rots, I., Aelterman, A., & Devos, G. (2014). Teacher education graduates’ choice (not) to enter the teaching profession: does teacher education matter? European Journal of Teacher Education, 37(3), 279–294. https://doi.org/10.1080/02619768.2013.845164
Santosa, I. (2019). Cultural Manifestation in an Electronic Efl. Journal of English Language and Culture, 10(1), 10–20.
Sinclair, C. (2008). Initial and changing student-teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104.
Soepriyatna, S. (2016). Investigating and assessing the competence of high school teachers of English in Indonesia. Malaysian Journal of ELT Research, 8(2), 12.
Song, J. (2016). Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation. TESOL Quarterly, 50(3), 631–654. https://doi.org/10.1002/tesq.312
Suryani, A. (2020). “I chose teacher education because…”: a look into Indonesian future teachers. Asia Pacific Journal of Education, 40(1), 70–88. https://doi.org/10.1080/02188791.2020.1783202
Taylor, I. M., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding the antecedents of teachers’ motivational strategies in physical education. Journal of Sport & Exercise Psychology, 30(2), 75–94.
Trent, J. (2013). From learner to teacher: Practice, language, and identity in a teaching practi- cum. Asia-Pacific Journal of Teacher Education, 41(4), 426-440. https://doi.org/10.1080/13598 66X.2013.838621.
Tuli, F. and File, G. (2009). Practicum experience in teacher education. Ethiopian Journal of Education and Science, 5(1), 107 – 116.
Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework (April). Ruud de Moor Centrum, 18(August), 1–60. http://www.open.ou.nl/rslmlt/Wenger_Trayner_DeLaat_Value_creation.pdf
Yook, C., & Lee, Y. hun. (2016). Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices. Asia-Pacific Journal of Teacher Education, 44(5), 522–536. https://doi.org/10.1080/1359866X.2016.1144171
Yunus, M. M., Hashim, H., Ishak, N. M., & Mahamod, Z. (2010). Understanding TESL pre-service teacher’s teaching experiences and challenges via post-practicum reflection forms. Procedia - Social and Behavioral Sciences, 9(3), 722–728. https://doi.org/10.1016/j.sbspro.2010.12.224
Zahoor, A. (2018). Teacher Proactivity Influencing Student Satisfaction and Loyalty Role of Job Crafting and Work Engagement. Vikalpa, 43(3), 125–138. https://doi.org/10.1177/0256090918785046
Zarei, A. A., & Sharifabad, N. A. (2012). Experienced and novice Iranian teachers’ perceptions as to the effect of intrinsic factors on teacher efficacy. Basic Research Journal of Education Research and Review, 1(1), 4–14. Retrieved from http//www.basicresearchjournals.org
Downloads
Published
2023-11-30
Issue
Section
Articles
