From beliefs to satisfaction
Understanding motivational dynamics from the perspectives of pre-service teachers
Bibliographic Data
| ID | 21496497 |
|---|---|
| Authors | Wenting Wang (0000-0002-8344-0102, Guangdong University of Foreign Studies), Rui He (0000-0002-9263-5913, University of Manchester), Ziyou Wang (0000-0003-0374-346X, Jinan University, corresponding author), Xuying Fan (Guangdong University of Foreign Studies) |
| Year | 2025 |
| Pages | 1-22 |
| Publication date | 2025-06-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2514636 |
| OpenAlex | W4411667528 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
This study investigates the interplay among prospective teachers’ motivations to teach, beliefs about teaching and satisfaction with their career choice, utilising the FIT-Choice scale. The findings suggested that beliefs regarding task return (e.g. social status, teacher morale and salary) positively correlated with motivations tied to social and personal utility values. Meanwhile, beliefs about task demand (e.g. expertise requirements and workload) specifically correlated with motivations associated with social utility value. Notably, motivations especially driven by social utility values exhibit a significant positive correlation with career choice satisfaction. These insights into motivational dynamics carry important implications for teacher recruitment strategies, retention efforts and the enhancement of teacher education programmes aimed at nurturing a sustainable and motivated teaching workforce
Mathematics education · Pedagogy · Teacher education · Educational Methods and Teacher Development · Educational Practices and Challenges · Psychology · Teacher Professional Development and Motivation
Why people choose teaching
Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching
Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice
An introduction to teaching motivations in different countries
Motivational Factors Influencing Teaching as a Career Choice
Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results
Expectancy–Value Theory of Achievement Motivation
What works in attracting and retaining teachers in challenging schools and areas
Attracting prospective STEM teachers using realistic job previews
Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action
Teachers as leaders
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions
Finnish and German student teachers’ motivations for choosing teaching as a career. The first application of the FIT-Choice scale in Finland
German student teachers’ decision process of becoming a teacher
Motivations for choosing teaching as a career
On becoming and remaining a teacher
The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England
Who Chooses Teacher Education and Why? Evidence From Germany
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |