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2022_11_01_01

Issues > Issue n1 2022 > section1_2022
MOTIVATION TO BECOME AN EFL TEACHER AND ACADEMIC ACHIEVEMENT

Zdena Kralova – Robert Tomsik – Elena Kovacikova – Jana Hartanska

doi: 10.18355/PG.2022.11.1.1

Abstract
This paper deals with the motivation for choosing English teaching as a profession. The objective is to determine the impact of motivation on academic achievement by measuring the significance of gender. Teacher trainees (male n = 42; female n = 42; uncategorized n = 3) completed the Scale of Motivation for Choosing a Teaching Profession (SMVUP; Tomsik, 2019a) which measures eleven factors in three types of motivation – intrinsic, extrinsic, and altruistic. The scale is a validated instrument based on the globally used Fit-Choice Scale (Watt and Richardson, 2012) and adjusted to the European educational context. The quantitative analysis did not confirm any type of motivation as a significant predictor of academic achievement. However, gender was revealed as a significant motivational role in choosing TEFL as a profession. Male student teachers reached higher average scores in intrinsic and altruistic motives, compared to female teacher trainees who scored higher in extrinsic motives.

Key words
motivation, teaching English, academic achievement, gender

Pages: 2-21

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Licencia Creative Commons
This work is licensed under a Creative Commons Attribution 4.0 International License.
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