A questionnaire was administered to 106 in-service teacher education students of a university in Hong Kong to study their motives and commitment in teaching. Three motive factors were identified accounting for their choice of teaching as a career: "intrinsic/altruistic", "extrinsic/job condition" and "influence from others", amongst which, the strongest one is "intrinsic/altruistic" motive. Four factors influencing teachers' commitment were found, viz. "students' learning and school development", "demands on teaching and school practices", "teaching as a career choice", "teacher-pupil interaction and attitudes". Further analysis of the commitment factors highlighted the supporting and discouraging elements associated with school heads and collegial support, students' learning outcomes, behaviour and attitudes in learning, parents' demands and educational policy changes. All of which deserved the attention of the education authority to address with appropriate measures. Pearson correlation analysis showed that "intrinsic/altruistic" motive was significantly related to the four commitment factors, suggesting the relative importance of "intrinsic/altruistic" motive upon teacher's commitment in teaching. This should be noted by schools and universities in the process of recruiting prospective teachers. Copyright © 2006 Hong Kong Teachers' Centre.
|Journal||Hong Kong Teachers' Centre Journal|
|Publication status||Published - 2006|
demand-oriented economic policy
CitationChan, K.-W. (2006). In-service teachers' motives and commitment in teaching. Hong Kong Teachers' Centre Journal, 5, 112-128.
- Teachers' motives
- Teaching commitment