Understanding male kindergarten teachers' motivation for teaching in mainland China: A case study

Limin ZHANG, Mo WANG

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

While research on teacher motivation has proliferated in the past decades, little attention has been paid to kindergarten teachers' motivation for teaching, male kindergarten teachers' motivation in particular. This case study examines five male kindergarten teachers' motivation to teach in Chinese kindergartens in the light of possible selves theory. The data analysis reveals that the 'ideal self' (i.e. of professional kindergarten teachers) plays a pivotal role in maintaining the five male kindergarten teachers' motivation for teaching. Specifically, this study indicates that the male teachers' 'ideal self' motivated them to join the profession and to retain their teaching motivation when there were discrepancies among their 'actual', 'ought' and 'ideal' selves. The findings of this study have several implications for early childhood teacher education. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)496-499
JournalJournal of Education for Teaching
Volume44
Issue number4
Early online dateMar 2018
DOIs
Publication statusPublished - 2018

Citation

Zhang, L., & Wang, M. (2018). Understanding male kindergarten teachers' motivation for teaching in mainland China: A case study. Journal of Education for Teaching, 44(4), 496-499. doi: 10.1080/02607476.2018.1450950

Keywords

  • Teacher motivation
  • Possible selves theory
  • Kindergarten teacher
  • PG student publication

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