The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China

The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China

<p>In light of the severe attrition of rural preschool teachers in China, there is a growing</p><p>concern regarding the career choice satisfaction of pre-service preschool teachers in</p><p>local universities of China under the G...

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Main Author: Shen, Lijuan
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Language:eng
Published: 2023
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=10567
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institution Universiti Pendidikan Sultan Idris
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Shen, Lijuan
The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China
description <p>In light of the severe attrition of rural preschool teachers in China, there is a growing</p><p>concern regarding the career choice satisfaction of pre-service preschool teachers in</p><p>local universities of China under the Government-funded Teacher Education Policy</p><p>(hereinafter referred to as PPTGFTEPLUC). This study aims to investigate the effects</p><p>of teaching motivation, perceptions about teaching, and professional identity on the</p><p>career choice satisfaction of PPTGFTEPLUC. This study extends the model of</p><p>Factors Influencing Teaching Choice (FIT-Choice Scale). It empirically examines the</p><p>effects of each dimension of teaching motivation and perceptions about teaching on</p><p>career choice satisfaction and the mediating effect of professional identity. Mixed</p><p>methods were employed in this study to validate the proposed framework, and</p><p>qualitative data supported quantitative data interpretation. Employing a stratified</p><p>sampling technique, data gathered from a sample of 508 pre-service preschool</p><p>teachers through the web survey method were analyzed using SPSS 22 and SmartPLS</p><p>3.3.9. Three instruments employed were the Factors Influencing Teaching Choice</p><p>Scale, Student Teacher Professional Identity Scale, and teacher interest Scale.</p><p>Descriptive analysis and inferential analysis were used to analyze the data. The</p><p>findings showed that perceived teaching abilities (PTA) (p=0.017<0.05), personal</p><p>utility value (PUV) (p=0.001<0.05), teacher interest (TI) (p=0.041<0.05), task</p><p>demand (TD) (p=0.026<0.05) and professional identity (PI) (p=0.000<0.05),</p><p>significantly have positive influence on career choice satisfaction (CCS), while</p><p>fallback career (FC) significantly, has negative effects on career choice satisfaction</p><p>(CCS) (p=0.042<0.05). In addition, the result showed that professional identity (PI)</p><p>(p=0.048<0.05) is a complete mediator in the relationship between socialisation</p><p>influences (SNI) and career choice satisfaction (CCS). Professional identity (PI)</p><p>(p=0.000<0.05) is a partial mediator in the relationship between teacher interest (TI)</p><p>and career choice satisfaction(CCS), and it is also a partial mediator in the</p><p>relationship between task return (TR) and career choice satisfaction</p><p>(CCS)(p=0.000<0.05). Thus, the implication of this study provides empirical evidence</p><p>for the collective effects of teaching motivation, perceptions about teaching and</p><p>professional identity, and the independent effects of each dimension of TM, PT.</p><p>Building upon the present study's findings, future research could explore additional</p><p>factors influencing career choice satisfaction among PPTGFTEPLUC. Moreover,</p><p>longitudinal studies could be conducted to investigate how these variables evolve and</p><p>interact over time, providing valuable insights into the dynamic nature of career</p><p>choice satisfaction in the context of pre-service preschool teachers.</p>
format thesis
qualification_name
qualification_level Doctorate
author Shen, Lijuan
author_facet Shen, Lijuan
author_sort Shen, Lijuan
title The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China
title_short The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China
title_full The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China
title_fullStr The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China
title_full_unstemmed The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China
title_sort effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in fujian province of china
granting_institution Universiti Pendidikan Sultan Idris
granting_department Pusat Penyelidikan Perkembangan Kanak-kanak Negara
publishDate 2023
url https://ir.upsi.edu.my/detailsg.php?det=10567
_version_ 1804890571758632960
spelling oai:ir.upsi.edu.my:105672024-07-09 The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China 2023 Shen, Lijuan LB Theory and practice of education <p>In light of the severe attrition of rural preschool teachers in China, there is a growing</p><p>concern regarding the career choice satisfaction of pre-service preschool teachers in</p><p>local universities of China under the Government-funded Teacher Education Policy</p><p>(hereinafter referred to as PPTGFTEPLUC). This study aims to investigate the effects</p><p>of teaching motivation, perceptions about teaching, and professional identity on the</p><p>career choice satisfaction of PPTGFTEPLUC. This study extends the model of</p><p>Factors Influencing Teaching Choice (FIT-Choice Scale). It empirically examines the</p><p>effects of each dimension of teaching motivation and perceptions about teaching on</p><p>career choice satisfaction and the mediating effect of professional identity. Mixed</p><p>methods were employed in this study to validate the proposed framework, and</p><p>qualitative data supported quantitative data interpretation. Employing a stratified</p><p>sampling technique, data gathered from a sample of 508 pre-service preschool</p><p>teachers through the web survey method were analyzed using SPSS 22 and SmartPLS</p><p>3.3.9. Three instruments employed were the Factors Influencing Teaching Choice</p><p>Scale, Student Teacher Professional Identity Scale, and teacher interest Scale.</p><p>Descriptive analysis and inferential analysis were used to analyze the data. The</p><p>findings showed that perceived teaching abilities (PTA) (p=0.017<0.05), personal</p><p>utility value (PUV) (p=0.001<0.05), teacher interest (TI) (p=0.041<0.05), task</p><p>demand (TD) (p=0.026<0.05) and professional identity (PI) (p=0.000<0.05),</p><p>significantly have positive influence on career choice satisfaction (CCS), while</p><p>fallback career (FC) significantly, has negative effects on career choice satisfaction</p><p>(CCS) (p=0.042<0.05). In addition, the result showed that professional identity (PI)</p><p>(p=0.048<0.05) is a complete mediator in the relationship between socialisation</p><p>influences (SNI) and career choice satisfaction (CCS). Professional identity (PI)</p><p>(p=0.000<0.05) is a partial mediator in the relationship between teacher interest (TI)</p><p>and career choice satisfaction(CCS), and it is also a partial mediator in the</p><p>relationship between task return (TR) and career choice satisfaction</p><p>(CCS)(p=0.000<0.05). Thus, the implication of this study provides empirical evidence</p><p>for the collective effects of teaching motivation, perceptions about teaching and</p><p>professional identity, and the independent effects of each dimension of TM, PT.</p><p>Building upon the present study's findings, future research could explore additional</p><p>factors influencing career choice satisfaction among PPTGFTEPLUC. Moreover,</p><p>longitudinal studies could be conducted to investigate how these variables evolve and</p><p>interact over time, providing valuable insights into the dynamic nature of career</p><p>choice satisfaction in the context of pre-service preschool teachers.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=10567 https://ir.upsi.edu.my/detailsg.php?det=10567 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Pusat Penyelidikan Perkembangan Kanak-kanak Negara <p>Aarntzen, L., Derks, B., van Steenbergen, E., & van der Lippe, T. (2022). 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