An Examination Of Motivation On The Choice Of Teaching As A Career

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Examination Of Motivation On The Choice Of Teaching As A Career


Chapter One


Introduction

1.1 Background of the Study

Career choice is one of many important decisions students make when determining their future plans. One of the major concerns for young people nearing the end of their schooling is career choice (Adams, 2013). It is critical for both parents and their children because this decision will affect them for the rest of their lives. Every student, at some point in their education, is confronted with the decision of which career to pursue. We must decide what kind of men we want to be and what path we want to take in life, and this is the most difficult problem in the world.” The vocation or career of an individual is one of the most important aspects of human endeavor because it determines many aspects of human existence. It has the power to enhance or detract from one’s joy and happiness. He went on to say that true joy, happiness, and satisfaction are linked to the right profession (Okon, 2012). He also proposed that the type of occupation one chooses could improve one’s emotional and marital stability. According to Eze (2013), many Nigerian youths make poor career choices due to ignorance, inexperience, peer pressure, incorrect modeling, advice from friends, parents, and teachers, or the prestige associated with certain jobs in the absence of adequate vocational guidance and career counseling. As a result, many of them are unsuitable for their careers, as they frequently find themselves in jobs that do not meet their value needs. They are usually unable to make a meaningful contribution to society and, as a result, become liabilities to the country. What the student wants to do with his or her life’s work will be central to who the student is. Work is one of our greatest blessings, and everyone should have a decent job (Job 1999). They also claimed that each student carries a distinct history from their past, which influences how they perceive the world. That history, which is shaped in part by the student’s environment, personality, and opportunities, will influence how students choose careers. As a result, how students perceive their environment, personality, and opportunities will influence their career choices. All of these things are referred to as the student support system. Parents, relatives, siblings, peers, teachers, and counselors are all part of the student support system. In terms of a student’s environment, the home, peer group, and school are all very important (Book & Freeman 1985).

Nobody can deny the critical function that teachers play in changing the attitudes of society in order to make it a highly respected society in the globe. No school system can thrive in the absence of excellent instructors, and good teachers may be recruited to teaching through motivation. There are two kinds of motivation: intrinsic and extrinsic (Sweetheart, 1999). The study seeks to identify the most successful elements in enticing instructors to teach. Given the significance of teachers, several action plans and appealing packages have been established in Europe, Australia, and Asia to inspire instructors in the classroom. Darling (1999) suggested that teachers all across the world are demotivated by low pay scales, a lack of a safe atmosphere, insufficient resources, and an inflexible environment. Competitive pay, a supportive institutional environment, social respect, and a high social position, on the other hand, are the most driving elements for teachers to pursue a career in education. Other major reasons to select teaching, according to Book & Freeman (1992), include intrinsic, extrinsic, and altruistic motivation. All three categories of motivation occasionally overlap in defining characteristics; it relies on the nature of the inquiry for which any category is employed. For example, in many studies, the aim in dealing with pupils has come under the canopies of intrinsic and sometimes under the bridge of altruistic form (Battle 1965). According to Book & Freeman (1985), the most important motivators for entering the teaching profession are job stability, job perks, compatibility with family obligations, social engagement, and a desire to work with students. As a result, the study intends to conduct a study of motivation in the choice of teaching as a career in Nigerian local government.


1.2 Statement of the Problem

Many studies have been conducted to study the factors that impact the choice of teaching as a career among both instructors and students. Extrinsic (such as compensation and other rewards), intrinsic (the enjoyment of teaching and the school environment), and altruistic (making a difference in the lives of young people) motivations have all been studied (Goh Edo Journal of Counseling 2011 & Atputhasamy, 2001). Any strategic strategy to address the lack of competent and well-trained teachers must involve the development of a favorable impression of the teaching profession among students. However, the effectiveness of such a campaign in analyzing and responding to existing ideas among learners, as well as appropriately addressing both positive and negative impressions of teacher traits and teaching as a vocation among them, would be crucial (Book & Freeman 1985).

Many factors have been identified as having an impact on students’ job choices. Parental pressure or influence, peer impact, social prestige connected with a career, gender role, instructors’ motivation, influence of other siblings, religious affiliation, course of study, employment possibilities, and so on have all been recognized as variables (Okon, 2014). There is a paucity of literature research demonstrating the effect of teacher traits on students’ career decisions. It is not unlikely that some students may pick a profession such as medicine or law based only on the personalities or physical qualities of these experts. As a result, the difficulty confronting this research is to conduct a study of motivation in the choice of teaching as a career in Nigerian local government.


1.3 Objectives of the Study

The primary objective of this study is to examine motivation on the choice of teaching as a career. Specifically, other objectives of the study are:

  1. To examine the factors used as motivation strategy in the choice of teaching as a career.
  2. To determine if guidance and counselling serves as a motivation strategy in the choice of teaching as a career.
  3. To determine if salary serves as a motivation strategy in the choice of teaching as a career.
  4. To determine if students attitude serves as a motivation strategy in the choice of teaching as a career.

1.4 Research Questions

The following research questions will be answered in this study:

  1. What are the factors used as motivation strategy in the choice of teaching as a career?
  2. Does guidance and counselling serve as a motivation strategy in the choice of teaching as a career?
  3. Does salary serve as a motivation strategy in the choice of teaching as a career?
  4. Does students attitude serve as a motivation strategy in the choice of teaching as a career?

1.5 Significance of the Study

This study will be beneficial to the government and stakeholders in the educational sector as the findings of this study will give a framework of communication recommendations for the development of motivating strategies for the promotion of the teaching profession through increased enrolment and career choices in the teaching profession.

This study will also be beneficial to the those interested in the teaching profession as the findings of this study will reveal the different strategies used in motivation.

Finally, this study will go further in helping researchers with more information on the effects of social media on student’s academic performance.


1.6 Scope of the Study

This study will be focused on examining motivation on the choice of teaching as a career. Specifically, this study will focus on examining the factors used as motivation strategy in the choice of teaching as a career, determining if guidance and counselling serves as a motivation strategy in the choice of teaching as a career, determining if salary serves as a motivation strategy in the choice of teaching as a career and determining if students attitude serves as a motivation strategy in the choice of teaching as a career.

Students of selected secondary schools in Owerri, Imo State will serve as enrolled participants for the survey of this study.


1.7 Limitations of the Study

This study will be limited to examining motivation on the choice of teaching as a career. Specifically, this study will be limited to examining the factors used as motivation strategy in the choice of teaching as a career, determining if guidance and counselling serves as a motivation strategy in the choice of teaching as a career, determining if salary serves as a motivation strategy in the choice of teaching as a career and determining if students attitude serves as a motivation strategy in the choice of teaching as a career.

Students of selected secondary schools in Owerri, Imo State will serve as enrolled participants for the survey of this study, thus the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state.


1.8 Definition of Terms

Examination:

A detailed inspection or study.

Motivation:

Motivation is what explains why people or animals initiate, continue or terminate a certain behavior at a particular time. Motivational states are commonly understood as forces acting within the agent that create a disposition to engage in goal-directed behavior.

Choice:

An act of choosing between two or more possibilities.

Teaching:

The occupation, profession, or work of a teacher.


An Examination Of Motivation On The Choice Of Teaching As A Career


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An Examination Of Motivation On The Choice Of Teaching As A Career


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Frequently Asked Questions


What motivates teachers to become teachers?

That is, the same five motivations were rated highest: intrinsic value and perceived teaching ability, emphasised within the Eccles et al. expectancy-value model; the desire to make a social contribution and to work with children/adolescents, as has been found in earlier research; and having had positive prior experiences of teaching and learning.

Are teachers’ motivations for teaching different across countries?

Sample comparisons revealed that motivations for teaching were more similar than they were different across these samples; whereas, perceptions about the teaching profession tended to reflect country differences.

Does the fit-choice measure motivate individuals to choose teaching careers?

Being both theoretically comprehensive and psychometrically valid, the FIT-Choice instrument shows promise as a measure upon which future research into the question of what motivates individuals to choose teaching careers could fruitfully draw.

What can we learn from the expectancy-value motivation framework?

The study makes several important theoretical contributions: The authors extend the values component of the expectancy-value motivational framework, go beyond high school students to examine career choices of adults, and specifically examine the domain of teaching as a career choice. 

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