Why to become a teacher in Iran: a FIT-choice study

ABSTRACT

Teaching motivations have recently received wide research attention. The FIT-Choice model (Factors Influencing Teaching Choice) comprising different motivations and perceptions of teaching has been used in different countries to research teaching motivations. In this study, using a valid Persian language version of the FIT-Choice scale, motivations, and perceptions of the teaching of 527 Iranian student teachers were studied. Results showed that some sub-constructs of the FIT-choice model changed or merged with the Iranian sample. The sacredness of the teaching job, which was added to the scale as a separate motivation, did not form a new kind of motivation and was merged with social contribution motivation. In the new structure, social/spiritual function and ability-intrinsic value were the highest motivations, while time for family, and fallback career were the lowest motivations. Moreover, although student teachers viewed teaching as a difficult, poorly-paid job that requires expertise, they were satisfied with their choice of teaching. Results also showed that male and female, science and non-science, and undergraduate and graduate teacher education candidates had different motivations and perceptions.

KEYWORDS:

• Motivation
• perception
• teaching job
• expectancy-value theory
• fit-choice model
• Iran

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Ahmadreza Eghtesadi Roudi

Ahmadreza Eghtesadi Roudi is an assistant professor of English Language Teaching (ELT) at Farhangian University, which is the university responsible for teacher education in Iran. He has been teaching English at different levels from schools to undergraduate and graduate levels for more than twenty years. His areas of research interest include teacher education, teaching motivation, reflective teaching, professional development, and teacher job engagement and burnout.