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Please use this identifier to cite or link to this item: http://hdl.handle.net/ULIS_123456789/2151
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dc.contributor.advisorCao, Thúy Hồng-
dc.contributor.authorTrần Thị, Hồng Duyên-
dc.date.accessioned2019-07-23T03:40:25Z-
dc.date.available2019-07-23T03:40:25Z-
dc.date.issued2019-07-
dc.identifier.urihttp://hdl.handle.net/ULIS_123456789/2151-
dc.descriptionABSTRACT Recent years have witnessed a decrease in the number as well as the quality of students enrolling in Teacher Education programs, including English Language Teaching. Those who graduate from English Language Teacher Education programs also tend to pursue careers other than teaching. Given the great demand for English and English language learning at the moment, such low motivation for teaching is obviously undesirable. The current study thus was conducted with the aim of investigating the intentions to teach of senior students at FELTE-ULIS-VNU, the factors influencing their choices of a teaching career as well as the relations of these two matters. The data was collected using questionnaire method with the participation of 114 senior students at FELTE-ULIS-VNU and analyzed using quantitative data analysis method. Findings from the study suggested that the majority of participants displayed a positive prospect of pursuing teaching career while the rest showed little thought of becoming teachers. Prior teaching and learning experience, make social contribution, and shape future of children/adolescents were rated as the most influential teaching motivations while fallback career, job transferability, and time for family were found to be the least endorsed ones. Additionally, results from this study also revealed that although Vietnamese teachers are perceived to be part of a respected profession that requires expert knowledge and emotional demand, they are generally underpaid. Correlational analysis suggested significant relations between intrinsic career value, satisfaction with choice, social utility values, perceived ability, and prior teaching and learning experience and intentions to teach. The need to create a positive image of effective teachers was proposed due to its benefits in promoting the highly-rated motivations for teaching among students.vi
dc.description.abstractABSTRACT Recent years have witnessed a decrease in the number as well as the quality of students enrolling in Teacher Education programs, including English Language Teaching. Those who graduate from English Language Teacher Education programs also tend to pursue careers other than teaching. Given the great demand for English and English language learning at the moment, such low motivation for teaching is obviously undesirable. The current study thus was conducted with the aim of investigating the intentions to teach of senior students at FELTE-ULIS-VNU, the factors influencing their choices of a teaching career as well as the relations of these two matters. The data was collected using questionnaire method with the participation of 114 senior students at FELTE-ULIS-VNU and analyzed using quantitative data analysis method. Findings from the study suggested that the majority of participants displayed a positive prospect of pursuing teaching career while the rest showed little thought of becoming teachers. Prior teaching and learning experience, make social contribution, and shape future of children/adolescents were rated as the most influential teaching motivations while fallback career, job transferability, and time for family were found to be the least endorsed ones. Additionally, results from this study also revealed that although Vietnamese teachers are perceived to be part of a respected profession that requires expert knowledge and emotional demand, they are generally underpaid. Correlational analysis suggested significant relations between intrinsic career value, satisfaction with choice, social utility values, perceived ability, and prior teaching and learning experience and intentions to teach. The need to create a positive image of effective teachers was proposed due to its benefits in promoting the highly-rated motivations for teaching among students.vi
dc.description.tableofcontentsTABLE OF CONTENT ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENT iii LIST OF TABLES, FIGURES AND ABBREVIATIONS v CHAPTER 1: INTRODUCTION 1 1.1. Rationale for the Study 1 1.2. Research Aims 2 1.3. Research Design 2 1.4. Research Scope 3 1.5. Significance of the Study 3 1.6. Organization of the Study 3 CHAPTER 2: LITERATURE REVIEW 5 2.1. The Educational context in Vietnam and prospective teachers’ career intentions 5 2.2. Factors influencing teaching choice 7 2.3. The Factors Influencing Teaching Choice (FIT-Choice) framework 8 2.4. The application of the FIT-Choice framework in different contexts 11 2.5. Research gap 12 CHAPTER 3: METHODOLOGY 14 3.1. Research Design 14 3.2. Research Questions and Hypothesis 15 3.3. Participants 15 3.4. Data Collection 16 3.5. Methods of data analysis 21 CHAPTER 4: FINDINGS AND DISCUSSION 26 4.1. Preliminary analysis 26 4.2. Scale validity and reliability 29 4.3. Intentions of becoming teachers 30 4.4. The reasons for choosing teaching career 31 4.5. The correlations between intentions of becoming teacher and motivations to teach 38 4.7. Discussion 39 CHAPTER 5: CONCLUSION 45 5.1. Summary of the findings 45 5.2. Implications 46 5.3. Limitations and suggestions for further research 48 REFERENCES 49 APPENDICES 56   LIST OF TABLES, FIGURES AND ABBREVIATIONS TABLE Table 2.1. Mean scores for FIT-Choice motivations and perceptions factors across studies (Watt & Richardson, 2012) 13 Table 3.1. Final empirical validated “FIT-Choice” subscales and items 17 Table 3.2. Number of distributed and returned questionnaires 21 Table 3.3. Imputation of missing data (Hair et al., 2014) 23 Table 3.4. The strength of correlation interpreted from the value of r 25 Table 4.1. Subscales Cronbach’s alpha reliabilities (α) 29 Table 4.2. Means and Standard Deviations on Intentions to Teach 31 Table 4.3. Means (M) and Standard Deviation (SD) on Intentions to Teach according to genders 31 Table 4.4. Means (M) and Standard Deviation (SD) of highest-rated factors influencing teaching choice 33 Table 4.5. Means (M) and Standard Deviation (SD) of lowest-rated factors influencing teaching choice 35 Table 4.6. Mean (M) and Standard Deviation (SD) of satisfaction with choice 38 Table 4.7a. Correlations across Intention of Becoming Teachers and motivational factors for teaching 62 Table 4.7b. Correlations across Intention of Becoming Teachers and Perceptions about teaching and Satisfaction with choice 64 FIGURE Figure 2.1. A simplified version of Wigfield and Ecceles's expectancy-value theory (Cook & Artino, 2016). 9 Figure 2.2. FIT-Choice empirically validated theoretical model (Watt & Richardson, 2012 10 Figure 4.1. Missing values by variables, cases, and values. 26 Figure 4.2. Missing value patterns across variables. 28 Figure 4.3. The percentage of cases for each pattern. 28 Figure 4.4. Factor influencing teaching choice of participants………….……….28 Figure 4.5. Factor influencing teaching choice of participants across genders 36 Figure 4.6. Perceptions about teaching and satisfaction with choice 37 Figure 4.7. Perceptions about teaching and satisfaction with choice across genders 38vi
dc.language.isoenvi
dc.publisherĐại học Ngoại ngữ - Đại học Quốc gia Hà Nộivi
dc.subjectđộng lựcvi
dc.subjectliên hêvi
dc.subjectsinh viên năm 4vi
dc.subjectsư phạm tiếng anhvi
dc.titleMOTIVATION FOR TEACHING AND ITS CORRELATIONS WITH INTENTIONS TO TEACH OF SENIOR STUDENTS AT FELTE-ULIS-VNUvi
dc.title.alternativeĐỘNG LỰC DẠY VÀ MỐI LIÊN HỆ VỚI Ý ĐỊNH DẠY CỦA SINH VIÊN NĂM 4 KHOA SƯ PHẠM ANH-ĐẠI HỌC NGOẠI NGỮ-ĐHQGHNvi
dc.typeDatasetvi
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