Motivations for Choosing a Career and the Expectations of Serbian and Slovenian Preschool Teachers of Their Own Career Development

Authors

DOI:

https://doi.org/10.23947/2334-8496-2022-10-1-71-91

Keywords:

career motivations, preschool teaching as a career, career development, expectations, Slovenia, Serbia

Abstract

Studying motivations of teaching professionals for their profession is an important area of research. Knowing motivations is relevant to both school policy and teacher educators in order to tailor initial and further training accordingly, thus enabling individuals to be best equipped to meet the challenges of their careers. In the present article, we were interested in why Slovenian and Serbian preschool teachers choose their profession, how the preschool teachers with different motivations for their choice perceive their profession as a career, what factors they consider to have an impact on their career development, and what expectations they have in relation to it. The study was based on a survey approach and included 289 preschool teachers from Serbia and Slovenia. The results show that among preschool teachers in both countries intrinsic and altruistic motives prevail in their choice of the preschool teaching profession and that their importance increases as the importance of motives of a simplistic view of studies and work decreases. The results indicate that the predominant motivation for choosing preschool teaching as a career plays an important role in the preschool teachers’ views of their profession, their identification of the career development factors, and their career expectations and plans. The implications of these findings for preservice and inservice preschool teacher education are discussed.

Downloads

Download data is not yet available.

References

Andrews, P., & Hatch, G. (2002). Initial motivations of serving teachers of secondary mathematics. Evaluation & Research in Education, 16(4), 185–201. https://doi.org/10.1080/09500790208667018

Assunção Flores, M., & Niklasson, L. (2014). Why do student teachers enrol for a teaching segree? A study of teacher recruitment in Portugal and Sweden. Journal of Education for Teaching, 40(4), 328–343. https://doi.org/10.1080/02607476.2014.929883

Ažman, N. (2013). Choosing teaching as a career: Perspectives of male and female Malaysian student teachers in training. European Journal of Teacher Education, 36(1), 113–130. https://doi.org/10.1080/02619768.2012.678483

Bastick, T. (2000). Why teacher trainees choose the teaching profession: Comparing trainees in metropolitan and developing countries. International Review of Education, 46(3/4), 343–349. https://doi.org/10.1023/A:1004090415953

Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266–281. https://doi.org/10.1080/02619768.2018.1448784

Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37–60. https://doi.org/10.2307/1170715

Cencič, M., & Čagran, B. (2002). Motivacijski dejavniki izbire študija in poklica vzgojitelja predšolskih otrok [Motivational factors for choosing the study and profession of preschool teacher]. Journal of Contemporary Educational Studies, 53(5), 104–122.

Clark, C. M. (1988). Asking the right questions about teacher preparation: Contributions of research on teacher thinking. Educational researcher, 17(2), 5–12. https://doi.org/10.2307/1174582

Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In Wittrock, M. C. (Ed.), Handbook of Research on Teaching (pp. 255–296). Macmillan.

Daniel, L. G., & Ferrell, C. M. (1991). Clarifying reasons why people aspire to teach: An application of Q-methodology. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Lexington, KY, Nov 14–16, 1991). Retrieved November 3, 2021, from https://eric.ed.gov/?id=ED341671

Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Maidenhead: Open University Press.

Doyle, W. (1986). Classroom organization and management. In Wittrock, M. C. (Ed.), Handbook of Research on Teaching (pp. 392–431). Macmillan.

Field, A. (2009). Discovering statistics using SPSS. London: SAGE Publications.

Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/10.1016/j.tate.2005.09.002

Flores, M. A., & Niklasson, L. (2014). Why do student teachers enrol for a teaching degree? A study of teacher recruitment in Portugal and Sweden. Journal of Education for Teaching, 40(4), 328–343. https://doi.org/10.1080/02607476.2014.929883

Gao, X., & Trent, J. (2009). Understanding mainland Chinese students’ motivations for choosing teacher education programmes in Hong Kong. Journal of Education for Teaching, 35(2), 145-159. https://doi.org/10.1080/02607470902771037

Gradišek, P., Pečjak, S., Rijavec, M., & Jurčec, L. (2020). Teaching as a calling and well-being of Slovenian and Croatian teachers. Psihologijske teme, 29(2), 249–267. https://doi.org/10.31820/pt.29.2.3

Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297. https://doi.org/10.1080/13803611.2015.1018278

Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207–216. http://dx.doi.org/10.1016/j.tate.2008.09.001

Huberman, M. (1992). Teacher development and instructional mastery. In Hargreaves, A., & Fullan, M. G. (Eds.), Understand Teacher Development (pp. 122–142). Teachers College Press.

Huberman, M. (1993). The lives of teachers. New York: Teachers College Press.

Ivanuš-Grmek, M., & Krečič, M. J. (2005). Mnenja študentov o ustrezni izbiri študija [Students’ opinions on the appropriate choice of study]. Didactica Slovenica, 20(2), 51–61.

Javrh, P. (2008). Spremljanje in načrtovanje razvoja kariere učiteljev po S-modelu [Monitoring and planning the development of teachers’ careers according to the S-model] (1st ed.). Ljubljana: Educational Research Institute.

Kyriacou, C., & Coulthard, M. (2000). Undergraduates’ views of teaching as a career choice. Journal of Education for Teaching, 26(2), 117–126. https://doi.org/10.1080/02607470050127036

Kyriacou, C., & Kobori, M. (1998). Motivation to learn and teach English in Slovenia. Educational Studies, 24(3), 345–351. https://doi.org/10.1080/0305569980240307

Lin, E., Shi, Q., Wang, J., Zhang, S., & Hui, L. (2012). Initial motivations for teaching: Comparison between preservice teachers in the United States and China. Asia-Pacific Journal of Teacher Education, 40(3), 227–248. https://doi.org/10.1080/1359866X.2012.700047

London, M., & Noe, R. A. (1997). London’s career motivation theory: An update on measurement and research. Journal of Career Assessment, 5(1), 61–80. https://doi.org/10.1177/106907279700500105

Marentič Požarnik, B. (1987). Nova pota v izobraževanju učiteljev [A new path in teacher education]. Ljubljana: Državna založba Slovenije.

Marentič Požarnik, B. (1993). Akcijsko raziskovanje—spodbujanje učiteljevega razmišljanja in profesionalne rasti [Action research—Fostering teacher thinking and professional growth]. Journal of Contemporary Educational Studies, 44(7–8), 347–359.

Marentič Požarnik, B. (2000). Psihologija učenja in pouka [Psychology of learning and teaching]. Ljubljana: Državna založba Slovenije.

Marušić, M. V. (2013). Sistemi obrazovanja nastavnika i modeli njihovog profesionalnog razvoja— komparativna analiza Srbije i Grčke [Teacher education systems and models of their professional development—comparative analysis of Serbia and Greece, Doctoral dissertation, University of Belgrade Faculty of Philosophy]. Retrieved January 15, 2022, from https://docplayer.gr/80407356-Sistemi-obrazovanja-nastavnika-i-modeli-njihovog-profesionalnog-razvoja-komparativna-analiza-srbije-i-grcke.html

Noe, R. A., Noe, A. W., & Bachhuber, J. A. (1990). An investigation of the correlates of career motivation. Journal of Vocational Behavior, 37, 340–356.

Pečar, M. (2012). Refleksija pedagoške prakse kot pomemben dejavnik spodbujanja profesionalnega razvoja prihodnjih učiteljev [Reflection of pedagogical practice as an important factor in promoting the professional development of future teachers]. In Vogrinc, J., & Devetak, I. (Eds.), Sodobne teme na področju edukacije (pp. 15– 32). Pedagoška fakulteta. Retrieved November 4, 2021, from http://pefprints.pef.uni-lj.si/1186/1/Vogrinc%2CDevetak_Sodobne_teme.pdf

Peklaj, C., Kalin, J., Pečjak, S., Puklek Levpušček, M., Valenčič Zuljan, M. (2009). Učiteljske kompetence in doseganje vzgojno-izobraževalnih ciljev v šoli [Teacher competencies and achieving educational goals in school]. Ljubljana: Znanstvena založba Filozofske fakultete.

Petre, C. (2015). The identitary motivation for teaching career: A study on primary and preschool pedagogy students. Procedia-Social and Behavioral Sciences, 180, 937–944. https://doi.org/10.1016/j.sbspro.2015.02.248

Polak, A., & Devjak, T. (2014). Profesionalni razvoj študentov predšolske vzgoje in njihova percepcija poklicne kariere [Professional development of preschool education students and their perception of professional career]. In Devjak, T. (Ed.), Sodobni pedagoški izzivi v teoriji in praksi (pp. 307–324). Pedagoška fakulteta. Retrieved November 16, 2021, from https://zalozba.pef.uni-lj.si/index.php/zalozba/catalog/view/160/376/361-1

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. https://doi.org/10.1080/13598660500480290

Senge, P. M. (1997). The fifth discipline. Measuring Business Excellence, 1(3), 46–51. https://doi.org/10.1108/eb025496

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104. https://doi.org/10.1080/13598660801971658

Stronge, J. H. (2018). Qualities of effective teachers. Alexandria, Virginia: ASCD.

Struyven, K., Jacobs, K., & Dochy, F. (2013). Why do they want to teach? The multiple reasons of different groups of students for undertaking teacher education. European Journal of Psychology of Education, 28(3), 1007–1022. https://doi.org/10.1007/s10212-012-0151-4

Šarić, M., & Šteh, B. (2017). Critical reflection in the professional development of teachers: Challenges and possibilities. CEPS journal, 7(3), 67–85. https://doi.org/10.26529/cepsj.288

Šteh, B. (1999). Pojmovanja učenja, poučevanja in znanja v povezavi z učnim procesom in uspehom [Concepts of learning, teaching and knowledge in relation to the learning process and success]. Journal of Contemporary Educational Studies, 50(1), 250–265.

Tašner, V., Žveglič Mihelič, M., & Mencin-Čeplak, M. (2017). Gender in the teaching profession: University students’ views of teaching as a career. CEPS Journal, 7(2), 47–69. https://doi.org/10.26529/cepsj.169

Valenčič Zuljan, M. (2007). Students’ conceptions of knowledge, the role of the teacher and learner as important factors in a didactic school reform. Educational Studies, 33(1), 29–40. https://doi.org/10.1080/03055690600948166

Valenčič Zuljan, M. (2018). Factors of teachers- professional development. In Tatković, N., Šuran, F., & Diković, M. (Eds.), Reaching Horizons in Contemporary Education (pp. 9–31). Juraj Dobrila University of Pula, Faculty of Educational Sciences. Retrieved November 4, 2021, from https://www.researchgate.net/profile/Milena-Zuljan-2/publication/334250934_FACTORS_OF_TEACHERS’_PROFESSIONAL_DEVELOPMENT/links/5d1f1b43299bf1547c99264d/FACTORS-OF-TEACHERS-PROFESSIONAL-DEVELOPMENT.pdf

Valenčič Zuljan, M., & Marentič Požarnik, B. (2014). Induction and early-career support of teachers in Europe. European Journal of Education, 49(2), 192–205. https://doi.org/10.1111/ejed.12080

Valenčič Zuljan, M., & Vogrinc, J. (2008). How mentors, principals, and novice teachers view the role of a mentor. Didactica Slovenica, 23(3/4), 134–145.

Valenčič Zuljan, M., Vogrinc, J., Cotič, M., Fošnarič, S., & Peklaj, C. (2011). Sistemski vidiki izobraževanja pedagoških delavcev [Systemic aspects of education of pedagogical workers]. Ljubljana: Educational Research Institute.

Valenčič Zuljan, M., Vogrinc, J., Gojkov, G., & Rončević, A. (Eds.). (2012). Pedagoška praksa i proces razvijanja kompetencija studenta budućih učitelja u Hrvatskoj, Srbiji i Sloveniji [Teaching practice and the process of competence development of future teachers in Croatia, Serbia and Slovenia]. Vršac: Vaspitačka škola Mihailo Palov. Retrieved November 4, 2021, from http://pefprints.pef.uni-lj.si/1474/

Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of Experimental Education, 75(3), 167–202. https://doi.org/10.3200/JEXE.75.3.167-202

Watt, H. M. G., & Richardson, P. W. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185–197. https://doi.org/10.1080/1359866X.2012.700049

Published

2022-04-20

How to Cite

Žveglič Mihelič, M., Stančić Nosonjin, M., Gojkov Rajić, A., & Valenčič Zuljan, M. (2022). Motivations for Choosing a Career and the Expectations of Serbian and Slovenian Preschool Teachers of Their Own Career Development. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(1), 71–91. https://doi.org/10.23947/2334-8496-2022-10-1-71-91