Motivation Theories for Becoming a Teacher

Motivation Theories for Becoming a Teacher ABSTRACT This paper identifies some the motivating factors of selecting teaching as a career. An emailed questionnaire was conducted to identify the key motivating factors they chose to become teachers. A total of 100 questionnaires were sent out asking Why did you choose teaching as a career choice? Sixty-Three men and women that are either current elementary education majors or current elementary school teachers participated. The survey result concludes that the motivating factors included a variety of what individuals valued in a job and what they needed in their life at that particular time. Surprisingly, factors such as financial incentives, vacation, and holidays off were not high on my survey results as being the reason they choose teaching as a career. This study proves that there are individuals that choose to go into elementary school teaching to inform, to guide, to enlighten, and to inspire students. My survey participants made comments in their responses that teaching has many re wards but the most valuable one is that they directly affect the lives of the student they teach. INTRODUCTION The aim of this paper is for me to understand why so many chosen teaching as a profession when the appeal for teaching seems to decline year after year. My study involved undergraduates, postgraduates, and current elementary school teachers in the public and catholic school sector. To choice education as a career you must have some type of striving force behind it, such as motivation. Motivation in spending their day with other peoples children shaping their young minds for tomorrow and shaping a young mind is a challenging task and has always been a challenging task throughout the years. And the truth of the matter is the challenge goes beyond just the student, but the challenge also lies with dealing with parents, the other faculty, and all the problems that go along with student problems at home; such as abuse. Exploring how motivation plays a factor when choosing teaching as a career lead to three main areas from those who decided to make teaching a career. (1) Altruistic reason: a desire to help children succeed, (2) Intrinsic reason: having a special interest or expertise in a subject matter that you want to share or cover, and (3) Extrinsic reason: a person only is interested in the holidays off and summer vacations. My questionnaire results touches on all three reasons. MOTIVATION You must have motivation when choosing teaching in elementary schools as a career. Recto (2005) stated what motivates individuals to go into teaching is very crucial. Motivation is a vital force that drives ones behavior toward initiating and carrying out the tasks that go along with being a teacher. Peoples reason for joining the teaching profession can be explained through their motives to do so. Motivation and understanding the reasons why people enter the teaching profession and what makes them stay or leave is essential, particularly, if we want success in maintaining a stable teaching force that contributes to teacher education quality and excellence. (Soh, 2008). Motivation is the process that gives ones behavior and choice purpose and direction. With such direction, the attention of the individual is focused on a particular goal, which is persistently worked on until it is fulfilled. Real teaching requires having motivation because teachers are constantly asking students to take big risks or to try a new way of thinking. UNDERGRADUATES VIEWS OF TEACHING AS A CAREER OPTION An individual decision to go into teaching or not is believed to be influenced by what they value in a job. (Kyriacou and Newson, 2008). If we are able to identify those factors which individuals consider important in their choice of career, and highlight the factors in teaching which match these, then we might hope to persuade better qualified students to consider teaching. (Johnson and Birkeland, 2003). To help student make the choice of being a teacher should start in elementary school, high school, and in college; teachers should inspire their students so that the students want more than anything else to become a teacher. Teachers need to express to the students frequently that they love teaching. Teachers should also encourage students to become teachers themselves. Overall, teachers must encourage with example, and that example is showing that they love their jobs. Teachers should also encourage directly, suggesting that everyone at least consider teaching as a profession. Thes e were some of the components missing in my own educational career as I prepared as an undergraduate student to become a teacher. In my studies I came across several classmates that appeared to be natural leaders but they opt out of becoming a teacher because they didnt see any personal satisfaction. Its unfortunate that the teacher didnt work more with those individuals to put their talent to work in the classroom, rather than let them slip off and use those talents in a boardroom. Undergrads who start their studies to become teachers made the decision to train as teachers, and the image of teaching as a career has had some influence in their decision. In other words, the view undergraduate student have of what they want from a career and how they view teaching as a career may well differ from the views of those who choose not to enter teaching. If we are to get a clearer understanding of what attracts and motives certain people into teaching, we may find an answer to making the educational program a more successful one in recruiting student to take up teaching as career. If more well-qualified graduates are to be encouraged to decide to teach, we need to identify those factors which are important to them in choosing a career and then be able to persuade them that teaching offers what they are looking for. In general, understanding undergraduates views of teaching as a career option can useful when coming up with teacher recruitment campaigns to target the now shrinking world of teaching. Arellano (2004), stated that public dissatisfaction with schools included dissatisfaction with teacher education. In fact, education schools have been criticized as ineffective in preparing for their work and not responsive to new demands. This observation agreed with McCreights (2000) pointing out that one reason why teachers leave the teaching profession is their discovery that their teacher education program had not actually prepared them for the realities of teaching. I can relate to that statement by McCreight, 2000. At the Western Illinois University graduation in Macomb, Illinois speaker Dr. Marcus Dewitt, an educator for NASA, said Teaching is a way of shaping the young minds of today for tomorrow. Its a challenging task that you the graduation class of 1994 have chosen to make a career. I believe the challenge Dr. Dewitt was referring to was teaching the unteachable. As a 20 year old female coming out of college the challenge I was experiencing within was motivation on how t o get through to the young minds of today. The truth is, teaching was demanding back in 1994 and it still is today. No doubt the choice to become a teacher is a decision to make a significant impact on the future and no career is simply easy or has no problems. But in 1994 I lacked the energy and the conviction that was needed to make a difference in the classrooms. INTERVIEW RESULTS: INTRINSIC, ALTRUISTIC, EXTRINSIC REWARDS A total of 102 questionnaires of the 200 distributed were returned completed. After reviewing the 102 questionnaires: 15 of the sample were male teachers, and 75 were female teachers. Twelve were students at both University of Illinois in Chicago and DePaul University in Chicago. Five are studying Curriculum Arts subjects (such as English and History majors), and 7 are studying Curriculum Science subjects (such as Biology, Chemistry, and Mathematics majors). My results from that questionnaire will be classified into three categories, namely: (1) intrinsic, (2) extrinsic, and (3) altruistic. Intrinsic reasons dwells on the enjoyment of teaching and the school environment. Extrinsic reasons include the motivation behind ones liking teaching such as long summer breaks and holidays. Altruistic reasons include being concerned with opportunities for making a difference in the lives of young people. The result of my questionnaire overwhelming agrees that most people motivations for pursuing a career in teaching was due to the altruistic reward. On the contrary, only 7 were motivated by extrinsic rewards. Other important factors about my questionnaire was the fact that most participates commented that teaching as a career choice is something that they were told would be enjoyable. Interestingly a good starting base salary was said by all the undergraduate students I questioned. Particularly noteworthy in my study there were a number of individuals mentioned they have a desire to work with children, a job where I will contribute to society and a job which gives me responsibility. In my research, Harms, and Knobloch (2005), states that recruitment effort for future teachers should be based on intrinsic motivation. Teachers who chose formal education as a career had intrinsic motives, while those who planned to pursue non-formal education careers had extrinsic motives. Here are some of the other responses to my questionnaire that stood out and is worth noting: Altruistic answers included: 1) The ability to contribute to the development of every child that seeks my help. 2) Promote the value of education to not only kids but to the parents as well. 3) Touch the lives of a child and become part of their success. 4) To make our world knowledgeable. 5) The kids help me keep myself learning and abreast of what is happening in the world. 6) Give direction to our lost generation. 7) Be able to leave a lasting legacy in the world is my desire. 8) Be a role model to a nation of kids. Intrinsic answers included: 1) Enhance my communication skill in and outside the classroom. 2) Develop my self-confidence that I lack. 3) Develop my decision making skills for career advancement. 3) Improve problem-solving skills for my own kids. 4) Enhance my own personal thinking skills. 5) Give myself more leadership skills. 6) Practice my creativity. Extrinsic answers included: 1) Take advantage of an educational scholarship grant. 2) To become popular in the community. 3) To take long summer vacation trips. 4) Enjoy the 2 weeks vacation Christmas break for traveling. 5) Get employed immediately. 6) Being in a union. 7) Being able to enjoy the government and non-government perks of being a teacher. On final note that is worth mentioning in this study results is that none of my participates gave mention about the governments commitment towards education or the dealings with disruptive pupils or even the media images of teachers as a factor in their choice to teach. CONCLUSION Teachers overwhelmingly say they love what they do. They say it allows them to contribute to society and help others. And they would choose teaching again as a career, if they had the choice. If a person has a genuine interest in helping children realize their dreams, and want to play a part in improving our society, then those are enough motivating factors I realize in doing my study to teach. On a personal note just because I have been taught by many teachers does not mean I knew what it would take to be a teacher. The best thing for me was to learn more about the teaching profession, by asking a teacher I knew and admire about how he or she became a teacher and why.

The Rain Forest Essay -- Ecology Environment Research Papers

The Rain Forest   Ã‚  Ã‚  Ã‚  Ã‚  The destruction of the rainforest is a problem that the people of the world can not continue to ignore. 14 percent of the Earth's land used to be covered by rainforests yet this number has dropped significantly to only about 6 percent (http://www.ran.org/ran/info_center/index.html). Rainforests provide the people of the world with many necessities, some of which would no longer be available if rainforests did not exist. In the last 50 years, rainforests have declined at a terrifying speed of 150 acres per minute or 75 million acres per year (http://www.ran.org/ran/info_center/index.html). People must open their eyes to the horrible tragedy that will inevitably occur if the citizens of the world do not realize the seriousness of this problem.   Ã‚  Ã‚  Ã‚  Ã‚  To better understand the importance of the rainforest, one must be knowledgeable about what a rainforest actually is. The two main types of rainforests are temperate and tropical. Tropical rainforests are located in Latin and South America, Africa, Southeast Asia, and other areas in which temperatures stay above 80 degrees Fahrenheit year round. They can be found in 85 countries all over the world, however, 90 percent of them are concentrated into fifteen countries, each containing over ten million hectares. Tropical rainforests receive 160 to 400 inches of rain each year. Although these dense, damp forests cover just 5 percent of the Earth's surface, they can provide homes for between 50 and 90 percent of the Earth's plants and animals (http://www.davesite.com/rainforests/review1.shtml).   Ã‚  Ã‚  Ã‚  Ã‚  Tropical rainforests consist of three distinct layers referred to as the forest floor, the understory, and the canopy. The forest floor contains very poor soil which is mainly due to the trees not allowing for ample sunlight to reach the ground. Because only one to two percent of the light at the top of the forest's canopy manages to reach the floor below, photosynthesis ceases to exist. On top of the soil lies a thin layer of the remains of millions of dead trees, plants, and animals which are quickly broken down by the numerous number of organisms on the floor (Nichol 45). It contains a variety of insects as well as larger mammals such as gorillas and jaguars. The understory is home to smaller mammals such as anteaters, lemurs, and tree kangaroos. It also contains ... ...rcent of the Earth's land used to be covered by rainforests yet this number has dropped significantly to only about 6 percent (http://www.ran.org/ran/info_center/index.html). Rainforests provide the people of the world with many necessities, some of which would no longer be available if rainforests did not exist. In the last 50 years, rainforests have declined at a terrifying speed of 150 acres per minute or 75 million acres per year (http://www.ran.org/ran/info_center/index.html). People must open their eyes to the horrible tragedy that will inevitably occur if the citizens of the world do not realize the seriousness of this problem. Sources Cited http://www.ran.org/ran/info_center/index.html http://www.davesite.com/rainforests/review1.shtml http://www.davesite.com/rainforests/review2.shtml http://www.davesite.com/rainforests/review3.shtml http://www.davesite.com/rainforests/review4.shtml http://www.davesite.com/rainforests/review5.shtml http://www.stevensonpress.com/intro.html http://www.ran.org/ran http://www.mtc.com.my/lib/formal/fact4/overview.htm Nichol, John. The Mighty Rainforest. The Netherlands: David and Charles Printing, 1990.

A Brief Comparison of Psychoanalytic and Person-Centered Therapy

Within the field of counseling and therapy there are endless theoretical stances, each of which develop different perspectives on humanity and establish varying counselor roles. Consideration of the implications of these various orientations is essential in the process of choosing the appropriate therapy for an individual. As an illustration, examine the stark contrast between psychoanalytic therapy and person-centered therapy. The core of any theoretical approach in psychology lies in the unique interpretation of human nature.Sigmund Freud; founder of the psychoanalytic movement, had an extremely deterministic view of the human experience (Corey, 2009). According to Freud; a combination of unconscious, irrational motivations and instinctual drives that lie outside of one’s conscious control serve as the basis for one’s personality (Corey, 2009). These irrational forces include Eros; the innate â€Å"life instinct† responsible for sexual energy and our desire to survive, and Thatanos; the innate â€Å"death instinct† responsible for aggression (Burger, 2008).In addition, Freud placed a heavy emphasis on the role of childhood experiences and sexuality in personality development. Psychoanalytic theory asserts that most of the conflict experienced in adulthood is a result of repressed unconscious material from childhood (Burger, 2008). The psychoanalytic view of human nature is quite contrary to the humanistic outlook. Carl Rogers; founder of the humanistic psychology movement, developed a more optimistic view of human nature.This approach asserts that at the core of each individual lies a â€Å"positive center†, which is composed of trustworthiness and capability (Corey, 2009). Person-centered therapy is centered on the belief that people have an innate â€Å"actualizing tendency† which drives an individual to strive for growth and personal fulfillment (Corey, 2009). Although past experiences are not ignored in therapy; t he emphasis on growth, development, and competence proposes that traumatic past experiences can be overcome by finding meaning and purpose in one’s life (Corey, 2009).Given their varying interpretations of human nature and psyche, person-centered therapists and psychoanalytic therapists establish very different roles in their practice. Because the goal of psychoanalytic therapy is to bring repressed unconscious material to light, the therapist utilizes a â€Å"blank-screen approach† (Corey, 2009). Although they initially establish some rapport with the client; psychoanalytic therapists assume an anonymous stance for the majority of therapy by behaving in a neutral, impersonal manner (Corey, 2009).The goal of this approach is to foster transference; in which clients project repressed emotions onto the impartial therapist (Corey, 2009). The main role of a psychoanalytic therapist is that of an interpreter. Therapy employs various techniques intended to evoke unconscious memories such as transference, dream-analysis, projection tests, and free association (Burger, 2008). These repressed memories are often ambiguous and puzzling to the client; thus therapists provide guidance in understanding and confronting the meaning of this material (Burger, 2008).In contrast, the goal of person-centered therapy is to create a nurturing environment which fosters the client’s actualizing tendencies and growth (Corey, 2009). The relationship between therapist and client is equal, meaning that the therapist can hold no dominant role (Corey, 2009). Rather than advising and interpreting, the therapist simply serves as a model for the patient. In order to be appropriate models, three characteristics are required of person-centered therapists (Corey, 2009).Firstly, they must have congruency in their own lives by being genuine and honest with themselves. Person-centered therapists must also accept their clients with â€Å"unconditional positive regard† (Cor ey, 2009). This vital concept assumes that therapists can accept their clients without any judgment, and deeply care for people beyond the obligations of their occupation. Lastly, therapists must have a true empathetic understanding of their clients. Person-centered therapists should be able to relate to their client’s feelings and experiences as if they were their own (Corey, 2009).Cumulatively these three qualities create an open relationship in which the client is free to express themselves and grow as an individual. Due to the intrinsic differences between psychoanalytic and person-centered therapy, it is necessary to examine their strengths and weaknesses in application. Freudian psychoanalytic therapy has been modified greatly over time due to many flaws in the therapeutic process. The most notable of these shortcomings is the intense emphasis on childhood experience in personality development (Burger, 2008).Critics claim that psychoanalytic therapy ignores the signific ant role of post-developmental and current life circumstances on mental health. In addition, the therapeutic process in lengthy and costly; limiting its application to those in well-off socioeconomic standing (Corey, 2009). There are however many beneficial uses of contemporary psychoanalytic therapy. Some argue that because all people are affected by childhood experiences, therapy can be applicable cross culturally; assuming therapists possess a multicultural awareness (Corey, 2009).In addition, brief psychoanalytic therapy is a promising new therapeutic approach that aims to limit the time and cost of psychoanalytic therapy while maintaining the focus on the inner psyche; thereby broadening its availability (Corey, 2009). Person-centered therapy is currently a more widely utilized form of therapy, but it is not without weaknesses. Critics argue that from a multicultural perspective, the internal locus of evaluation stressed in therapy may not be fitting for some collectivist cultu res; who value the opinions and standards of other group members over their own (Corey, 2009).Others contend that the non-directive stance of the therapist may not be sufficient for those seeking guidance from therapy. Although some aspects of therapy may be flawed, humanistic psychology has been responsible for some major breakthroughs in the field of human resources internationally. Humanistic psychologists have traveled to over 30 countries worldwide in order to assist different cultures in their adoption and modification of humanistic theory and therapy; in hopes of promoting global communication and understanding (Corey, 2009).Those who promote person-centered therapy also assert that the key therapeutic conditions of empathy, understanding, and honest caring are essential in promoting growth universally (Corey, 2009). References Burger, J. M. (2008). Personality. (8th ed. ). Belmont, CA: Wadsworth, Cengage Learning. Corey, G. (2013). Theory and Practice of Counseling and Psych otherapy. (9th ed. ). Belmont, CA: Brooks/Cole, Cengage Learning.

Everyday Use Literary Analysis Essay - 1306 Words

Mother vs. Daughter In the short story called â€Å"Everyday Use,† by Alice Walker, the mother daughter conflict theme is portrayed throughout the whole story. The oldest daughter Dee constantly believes that she is better than the rest of the family causing a family feud about who gets the cherished quilt. Dee has always been on a pedestal over her family and she soon finds out that it is no longer the case. Once she finds this out conflict arises. The biggest conflict lies between Mama and Dee. This is clearly illustrated by Dee’s high standards, selfish behavior, and lack of knowledge about her family’s heritage. Dee sets impossible standards for her mother, causing Mama to feel inferior. Dee forces Mama to be the way Dee would†¦show more content†¦In Dee’s eyes the pasture that her Mama lives in is not comparable to her fast pace high style world. This caused her to not even bring her friends over to their house (Walker 290). Her frien ds even put her on a pedestal, just like Mama. â€Å"They were nervous girls who never laughed. They were impressed with Dee they worshiped the well-turned phrase, the cute shape, and scalding humor that erupted like bubbles in lye† (Walker 290). This description of how Dee’s friends view her is told by Mama. This is another example of how Mama puts Dee on an unneeded pedestal. She describes her as some kind of God that her friends worship. In reality, it is Mama worshipping Dee. Dee’s selfishness is also portrayed by her cultured verbal skills. Dee can talk her way through anything. Dee often manipulates others with her verbal skills. This is shown when she reads to her mother and sister â€Å"without pity; forcing words, lies, other folks’ habits, whole lives upon us, sitting trapped and ignorant underneath her voice† (Walker 289). This statement further demonstrates the fact that Dee’s family feels inferior to her. Mama describe s the situation as if Dee has some kind of power over her family because she is scholarly and her family is not. Dee uses her education to make Mama and Maggie feel less important without, necessarily meaning to. Critic, Nancy Tuten believes that Mama does not like the fact that Dee bosses her and Maggie around.Show MoreRelatedEveryday Use Literary Analysis1021 Words   |  5 PagesEveryday Use Literary Analysis Alice Walker’s â€Å"Everyday Use† is a short, yet powerful story about a simple, rural family that’s changed with the return of one of the daughters. Maggie and â€Å"Mama† continue to keep the tradition of a simple and hardworking life that seems to be passed down from generations, but we see that Dee has been a black sheep since a young age and holds resentment toward her family because of their lifestyle. 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