Motivations for Choosing a Teaching Career and Deciding Whether or Not to Teach in Urban Settings

Yong Yu, George Bieger

Abstract

This study addressed the ongoing problem of the shortage of highly qualified teachers in many urban schools.  Particularly, the study explored what motivates pre-service teachers’ choice of a teaching career, and to what extent those motivations are related to their intention to teach or not to teach in urban settings. The findings indicated that the desire to “make a difference” and similar ideals are behind the choice to teach in urban settings and it may be that teacher preparation programs need to develop strategies for channeling those altruistic motives into experiences that lead to successful experiences in urban settings.  By capitalizing on the very motives that lead students to seek a teaching career in the first place, teacher education may demonstrate that urban schools offer the opportunity to satisfy the desire to make a difference.

Keywords

Urban teaching, Motivation to teach, Teacher preparation

Full Text:

PDF

References

Alt, M.N., and Henke, R.R. (2007). To Teach or Not to Teach? Teaching Experience and Preparation Among 1992–93 Bachelor’s Degree Recipients 10 Years After College (NCES 2007-163). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Anderson, S. (2008). Teacher Career Choices: Timing of Teacher Careers Among 1992–93 Bachelor’s Degree Recipients (NCES 2008-153). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Andrews, P, & Hatch, G. (2002). Initial motivations of serving teachers of secondary mathematics. Evaluation and Research in Education, 16 (4), 185-201.

Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64 (6), 359-372.

Barnes, A. (2005). A passion for languages: Motivation and preparation to teach modern foreign languages in eight cohorts of beginning teachers. Research Papers in Education, 20(4), 349-369. DOI: 10.1080/02671520500335659

Beng Huat, S. (2004). Determinants of teaching as a career in the UK. Evaluation & Research in Education, 18(4), 213-242.

Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). The draw of home: How teachers‘ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113-132.

Brookhart, S.M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62 (1), 37-60.

Eccles (Parsons), J., Adler, T.F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J.L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: Freeman

Esposito, M. C., Lal, S., & Berlin, D. (2011). A professional development school innovation: A university’s response to special education teacher shortages. Learning Disabilities: A Multidisciplinary Journal, 17(3), 105-112.

Farkas, S., Johnson, J., Foleno, T. (2000). A sense of calling: Who teachers and why. A report from Public Agenda. Washington, DC: Thomas, B. Fordham Foundation; New York, NY: Open Society Inst. Retrieved from ERIC database. (ED 443815)

Feistritzer, E. (2011). Profile of teachers in the U.S. 2011. National Center for Education Information. Retrieved from http://www.edweek.org/media/pot2011final-blog.pdf

Harms, B., & Knobloch, N. (2005). Pre-service teachers’ motivation and leadership behaviors related to career choice. Career and Technical Education Research, 30(2), 101-124.

Ingersoll, R. M., & May, H. (2011). The minority teacher shortage: Fact or fable? Phi Delta Kappan, 93(1), 62-65.

Jarvis, J., & Woodrow, D. (2005). Reasons for choosing a teacher training course. Research in Education, 73, 29-35.

Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a ―sense of success‖: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581-617.

King, S. (1993). Why did we choose teaching careers and what will enable us to stay? Insights from one cohort of the African American teaching pool. Journal of Negro Education, 62(4), 475-492.

Leland, C., & Harste, J. (2005). Doing what we want to become. Urban Education, 40(1), 60-77.

Leland, C. H., & Murtadha, K. (2011). Cultural discourse on the frontline: Preparing and retaining urban teachers. Urban Education, 46(5), 895-912.

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago.

Martino, W., & Rezai-Rashti, G. M. (2010). Male teacher shortage: Black teachers’ perspectives. Gender and Education, 22(3), 247-262.

McCray, A.D., Sindelar, P.T., Kilgore, K.K. & Neal, L. I. (2002). African-American women’s decisions to become teachers: Sociocultural perspectives. Qualitative Studies in Education, 15(3), 269-290.

Milanowski, A. (2003). An exploration of the pay levels needed to attract students with mathematics, science and technology skills to a career in K-12 teaching, Education Policy Analysis Archives, 11(50). Retrieved from http://epaa.asu.edu/epaa/v11n50/

Miller, P., & Endo, H. (2005). Journey to becoming a teacher: The experiences of students of color. Multicultural Education, 13(1), 2-9.

Reif, M. T., & Warring, D.F. (2002). Why teach: A comparative analysis of responses from prospective teachers enrolled in professional education program in 1991-92 with those in 2000-01. University of Saint Thomas. Retrieved from ERIC database. (ED 464068)

Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56.

Strunk, K. L., & Robinson, J. P. (2006) Oh, won‘t you stay: A multilevel analysis of the difficulties in retaining qualified teachers. Peabody Journal of Education, 81(4), 65-94.

Su, Z. (1996). Why teach: Profiles and entry perspectives of minority students as becoming teachers. Journal of Research & Development in Education, 29(3), 117-133.

Tamir, E. (2009). Choosing to teach in urban schools among graduates of elite colleges. Urban Education, 44(5), 522-544.

Wang, H. (2004). Why teach science? Graduate science students’ perceived motivations for choosing teaching as a career in Taiwan. International Journal of Science Education, 26(1), 113-128. DOI: 10.1080/0950069032000070243

Watt, H., & Richardson, P. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. Journal of Experimental Education, 75(3), 167-202.

Watt, H. M. G., & Richardson, P.W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428.

Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310.

Williams, E., Graham, A., McCary-Henderson, S., & Floyd, L. (2009). “From where I stand”: African American teacher candidates on their decision to teach. Educational Forum, 73(4), 348-364.

Younger, M., Brindley, S., Pedder, D., & Hagger, H. (2004). Starting points: Student teachers’ reasons for becoming teachers and their preconceptions of what this will mean. European Journal of Teacher Education, 27(3), 245-264.



Categories: 2013, Articles - JETEN, Urban Education

Tags: , ,

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: