Correlation between Pre-service Teachers’ Motivation and Career Choice: Evidence from Tubod College Interns
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Abstract
Background and Aim: The impact of motivation on the career choices of student teachers who are presently doing their teaching practice at Tubod College in Lanao del Norte. This study is in line with the call for more research on the motivational factors of teacher commitment and the understanding of their retention in the profession for a longer period.
Materials and Methods: The research utilized a descriptive-correlational research design to measure the relationship between the motivation levels of pre-service teachers and their view of teaching as a career. Data were gathered using a researcher-prepared, expert-validated questionnaire from 59 pre-service teachers of early childhood education chosen via purposive sampling.
Results: The data showed that the participants had a very strong motivation (M = 4.28), which was mainly supported by altruistic and intrinsic factors, such as serving others and self-actualization in teaching, respectively. Their perception of teaching as a career was also very high (M = 4.29), especially in terms of expected career opportunities and socio-cultural support. Motivation and choice of career were found to have a strong and significant positive correlation (ρ = 0.781, p < 0.001), which means that more motivated teachers are more committed to the teaching profession.
Conclusion: This paper has concluded that Tubod College pre-service teachers showed very high measures of motivation, especially intrinsic and altruistic motivation, which played a significant role in their positive views of teaching as a profession. The results, based on FIT-Choice Theory, revealed that teaching was considered a significant and stable career, with people being primarily motivated by the intention to contribute to others and attain their personal satisfaction. The close and powerful correlation of motivation and career choice highlighted the need to maintain such motivation variables during teacher education. In light of the findings, the adoption of the Structured Career Guidance and Mentorship Program supported by the college guidance office, emphasizing building strong career identity, intrinsic motivation, and lifelong commitment to teaching, is proposed by this study. Moreover, the Values-Based Teaching Vocation Seminar Series is suggested to enhance the presence of the altruistic motives by emphasizing the social aspect, the purpose, and the service orientation of the teaching profession. The programs are viable contributions to career guidance programs, providing support to pre-service teachers in their internship and transition into the teaching career.
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