Teachers play crucial roles; therefore, this study is intended to examine student teachers' motivation (instrumental vs. integrative) and commitment (committed passionate, committed compromiser, undecided and uncommitted) to teaching. Quantitative approach using a questionnaire was conducted involving 328 English student teachers from some universities in Indonesia. Using the descriptive analysis, the findings show that those having integrative motivation are 56% and the highest figure for the level of commitment is, as expected, committed passionate (44%). Concerning gender differences, more males (M: 60%, F: 55%) were surprisingly found to have integrative motivation, although more females were found to have the highest level of commitment (M: 35%, F: 47%). These findings at the same time reveal a considerably high proportion of those who did not have a genuine motive to enroll in a teacher education programme and to commit to becoming teachers implying necessary measures from both the government and the teacher education institutions.
CITATION STYLE
Suralaga, F., Azkiyah, S. N., Rumtini, R., Rahmawati, Y., & Nisa, Y. F. (2020). Motivation and commitment of English student teachers of some Universities in Indonesia. Cypriot Journal of Educational Sciences, 15(6), 1642–1658. https://doi.org/10.18844/CJES.V15I6.5323
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