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Chapter 3 - Why Teach?

Antecedents and Consequences in Spain

Published online by Cambridge University Press:  20 September 2017

By
Gloria Gratacós ,
Ernesto López-Gómez ,
Guiomar Nocito  and
Santiago Sastre
Edited by
Helen M. G. Watt ,
Paul W. Richardson  and
Kari Smith
Helen M. G. Watt
Affiliation:
University of Sydney
Paul W. Richardson
Affiliation:
Monash University, Victoria
Kari Smith
Affiliation:
Norwegian University of Science and Technology, Trondheim
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Summary

Abstract

Attracting selecting and retaining better teachers is fundamental to improving education in the Spanish context. In this chapter we examine the motivations for choosing a teaching career using the FIT-Choice framework with a sample of Pre-Primary and Primary preservice teachers (N=851) and show that prior teaching and learning experiences are important factors when people choose to undertake a teaching degree. Confirmatory Factor Analysis using maximum likelihood estimation showed construct validity of the FIT-Choice scale when translated into Spanish. One-way between-groups multivariate analysis of variance assessed the impact of prior teaching experiences on the FIT-Choice motivational and perceptional factors, confirming the results obtained from other national studies undertaken in Spain. The most highly valued factors were work with children, intrinsic career value and shape the future of children. Fallback career was the least endorsed factor. Our results demonstrate the influence of prior informal experiences in the form of school, family and work experience in choosing a teacher education degree. Knowing that there is an effect between prior informal experiences and perceived ability, intrinsic career value, social utility and social influences can inform policy designed to attract capable students, as well as more males into the teaching profession.

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Chapter
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Global Perspectives on Teacher Motivation , pp. 22 - 54
Publisher: Cambridge University Press
Print publication year: 2017

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