Abstract

Motivations for choosing teaching as a career were investigated in 200 pre-service teachers from Canada and Oman. We used a novel structured qualitative approach and two theoretical models to analyze how pre-service teacher career-choice motivation varied according to cultural context. The results of the study showed that Canadian participants made more self-references, and expressed higher levels of individual-focused motivation and social utility value as career motivators than did Omani participants. Participants from Oman expressed greater endorsement of teaching as a fallback career and higher levels of socio-cultural influences than Canadian participants. Results extend teacher motivation “teacher motivation theory” by investigating socio-cultural influences.

Citation

Klassen, R.M., Al-Dhafri, S., Hannok, W. & Betts, S.M. (2011). Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test. Teaching and Teacher Education: An International Journal of Research and Studies, 27(3), 579-588. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/195620/.

Keywords

• Canada
• Career Choice
• Cross-Cultural
• motivation
• Oman
• pre-service teachers
• socio-cultural
• teachers