MOTIVATION TO BECOME AN EFL TEACHER AND ACADEMIC ACHIEVEMENT

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F22%3A63560938" target="_blank" >RIV/70883521:28150/22:63560938 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.pegasjournal.eu/2022_11_01_01.html" target="_blank" >http://www.pegasjournal.eu/2022_11_01_01.html</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18355/PG.2022.11.1.1" target="_blank" >10.18355/PG.2022.11.1.1</a>

Jazyk výsledku

angličtina

Název v původním jazyce

MOTIVATION TO BECOME AN EFL TEACHER AND ACADEMIC ACHIEVEMENT

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

MOTIVATION TO BECOME AN EFL TEACHER AND ACADEMIC ACHIEVEMENT

Popis výsledku anglicky

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.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Slavonic Pedagogical Studies Journal

ISSN

1339-8660

e-ISSN

1339-9055

Svazek periodika

11

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

20

Strana od-do

2-21

Kód UT WoS článku

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EID výsledku v databázi Scopus

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