Teacher motivation and commitment to the teaching profession among Slovenian teacher education students
Abstract: Teachers’ motivation for teaching and their commitment to the teaching profession is a research topic that has gained popularity in the last two decades. However, this topic is still largely unexplored in Slovenia, both for pre-service and in-service teachers. This article presents the findings of a study that focused on Slovenian teacher education students’ motivations to become teachers, and their commitment to the teaching profession. It included first-year master’s students enrolled in two-year teacher education programs at the Faculty of Arts, University of Ljubljana. A total of 399 students completed a survey. The first part of the survey focused on students’ reasons for choosing the teaching profession, while in the second part, students’ commitment to the teaching profession was examined. The results suggest that teacher education students are multimotivated to become teachers, with altruistic and intrinsic reasons being their most dominant motivation. Students’ commitment to the teaching profession is very high and can be predicted by motivational factors, mainly by intrinsic motivation. Some comparisons regarding teacher motivation and commitment to the teaching profession between different groups of students are also presented.
Keywords: teacher education, pre-service teachers, teacher motivation, commitment to the teaching profession
Depolli Steiner, K. (2022). Teacher motivation and commitment to the teaching profession among Slovenian teacher education students. Psihološka obzorja, 31, 516–525. https://doi.org/10.20419/2022.31.559
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