AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Table continues on next page.
Source
Type III
Sum of
Squares
df
Mean Square
F
p
η
2
S
tud
y p
rog
ra
m
me
Interest
41.194
3
13.731
.766
.514
.007
Self-perception of teaching capabilities
7.056
3
2.352
.273
.845
.003
Work potential
12.361
3
4.120
.376
.770
.003
Previous experience
11.219
3
3.740
.169
.917
.002
Social status
16.629
3
5.543
.522
.667
.005
Benefits
15.065
3
5.022
.385
.764
.004
Income
5.285
3
1.762
.131
.942
.001
Significant others
23.945
3
7.982
.380
.767
.004
Working with children
40.798
3
13.599
.807
.491
.007
Working with youth
27.168
3
9.056
.512
.674
.005
Prosocial behavior
13.227
3
4.409
.461
.709
.004
Fallback career
36.062
3
12.021
.859
.462
.008
S
ec
o
nd
ar
y
s
cho
ol
Interest
71.947
3
23.982
1.338
.262
.012
Self-perception of teaching capabilities
32.151
3
1.717
1.245
.293
.011
Work potential
3.694
3
1.231
.112
.953
.001
Previous experience
409.093
3
136.364
6.154
.000
.054
Social status
22.411
3
7.470
.704
.550
.006
Benefits
29.591
3
9.864
.756
.519
.007
Income
222.776
3
74.259
5.526
.001
.049
Significant others
34.374
3
11.458
.546
.651
.005
Working with children
132.449
3
44.150
2.620
.049
.024
Working with youth
25.050
3
8.350
.472
.702
.004
Prosocial behavior
52.910
3
17.637
1.846
.139
.017
Fallback career
57.681
3
19.227
1.375
.250
.013
Notes. F = ANOVA, df = degrees of freedom, p = p-
value, level of significance, η
2
= Partial Eta Squared coefficient.
a. R Squared = .170 (Adjusted R Squared = .106)
b. R Squared = .236 (Adjusted R Squared = .177)
c. R Squared = .117 (Adjusted R Squared = .049)
d. R Squared = .186 (Adjusted R Squared = .123)
e. R Squared = .244 (Adjusted R Squared = .186)
f. R Squared = .094 (Adjusted R Squared = .024)
g. R Squared = .167 (Adjusted R Squared = .103)
h. R Squared = .135 (Adjusted R Squared = .069)
i. R Squared = .257 (Adjusted R Squared = .200)
j. R Squared = .119 (Adjusted R Squared = .051)
k. R Squared = .123 (Adjusted R Squared = .055)
l. R Squared = .253 (Adjusted R Squared = .195)
m. Computed using alpha = .05
4 Discussion and conclusion
The aim of the research was to find out whether it is possible to
predict school success on the basis of motivation for choosing
teaching as a profession. Also, the research has investigated
whether factors such as gender and previous secondary school
type affect the motivation and academic success, or whether
motivation affects the choice of study program. In assessing the
frequency of motives for choosing a teaching profession, it was
found that the most frequent motives for choosing the teaching
profession are intrinsic and altruistic motives. Mediate or lower
score was achieved among extrinsic motives for choosing
teaching as a profession as well as in Fallback career. This can
be seen as a positive result, although we expected the internal
motives to be scored even higher (taking in account scale range).
Based on GLM analysis, it has been found that the motivation
for choosing teaching profession is a significant predictor of the
academic success of teacher trainees, F (1, 325) = 2.307, p <.01,
but only the extrinsic motives (Social status, Benefits, Income)
were shown as a significant predictors. This means that extrinsic
motives reduce engagement in learning and do not predict good
academic success. Students who are rather motivated by
extrinsic motives have reduced the level of intrinsic motives and
are not so strongly interested in the field of study. Acquiring
knowledge and good academic achievement is not a priority for
them. What is interesting, however, is that intrinsic and altruistic
motives were not statistically significant in terms of prediction.
Gender has been shown as a significant moderator of the
motivation for choosing teaching as a profession (F (1, 325) =
2.658, p <.01). While significant differences have been found
only in the following variables: Social status, Benefits, Income,
Significant others and Fallback career – in other words, in all the
extrinsic motives and in the Fallback career variable, based on
statistical analysis (p <.001). That means that extrinsic motives
are preferred by men rather than women, and this is a logical
consequence meaning that the professional orientation of men
tends to focus on technical disciplines while teaching is a
profession that is highly feminized. This is reflected in the
results of these analyses and in this research sample of the
Slovak teacher trainee students.
The previous secondary school type has been shown as a
significant intermediary factor (F (1, 325) = 2.087, p < .001)
between studied types of motivation for choosing teaching as a
profession and academic achievement, specifically: Previous
experience, Income, Working with children. Based on Post Hoc
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