There
is no doubt that teacher profession plays important role to shape the
young generation through education process. This profession also
involves high responsibilities which not only transfer the knowledge to
the students, but also supervising, caring, understanding, and
emancipating. People have different factors that motivate them to choose
the profession as a teacher. However, their motivation is important to
guide them as a good teacher. Therefore, this study addressed the issue
of motivation to be a teacher which influences the effectiveness and
improvement of education process.
The
data was collected from four experienced teachers who come from
different countries which are Australia, America, Africa, and
Philippines. The interview investigates their motivation to
be a teacher. The study found that there were several factors that
influence them to choose the profession as a teacher which are family
members, role models, previous teaching experiences, and educational
background. In this paper, I would like to explore the research findings
on their motivations and also other findings which explore their
teaching career.
LITERATURE REVIEW
This
study aims is to examine several factors that influence people to
choose the profession as a teacher. The motivation is important factor
that influence individual to have a good performance in their
activities. Furthermore to investigate this problem, qualitative
methodology through the interview method is chosen to get the meaningful
information of this study.
Motivation to be a teacher
“Teaching
is not to be regarded as a static accomplishment like riding a bicycle
or keeping a ledger; it is, like all arts of high ambition, a strategy
in the ace of an impossible task”
Larence Stenhouse (DfEE, 1999:95)
Since
I read the statement above and remember my teaching experiences, I
realize that becoming a teacher is a great work. It is not only
transferring the knowledge and performing in classroom, but also
educating, supervising, caring, and understanding. One of powerful
aspect to be a great teacher is motivation. Motivation could lead
teacher to give the best performances and shape their students as a
holistic learner. Unfortunately, not all teachers are motivated to be
teachers because several reasons such as the welfare and less
appreciated from the society. However, the journey as learners and
teachers changes their mind. For example, some of them become motivated
because of their teacher as a role model and the others are motivated
because of interaction with their students. Therefore, I believe that
becoming a teacher is a calling from the hearts which encourage them to
be good teachers.
Berelson and Steiner (1964) & Tracy (2000) as cited in Ofoegbu (2004) defined
motivation as “all those inner striving conditions, described as
wishes, desires, and urges to stimulate the interest of a person in an
activity”. Motivation could empower individual to perform the best in
their activities. As a teacher, teachers who have good motivation will
try to give the best in education process which influence the students’
learning.
Teachers
have both intrinsic and extrinsic motivation which influences them to
do their responsibility. Teacher who are intrinsically motivated will be
view their job as a process which need to be improved every time, for
example they will try to find the ways to create the meaningful and
interesting learning experiences for the students. This motivation will
influence the teacher to be creative in teaching strategies, evaluation,
and interaction with the students. Furthermore, extrinsic motivation is
also influenced teachers to perform better, such as salary. Even
though, in my opinion, intrinsic motivation more influence than the
extrinsic one. But, teachers are also human who need to fulfill their
needs. Therefore, both intrinsic and extrinsic motivations need to be
concerned to improve the quality of teachers which will influence the
education process.
Interview
There
are two methods of collecting data in survey research, which are
questionnaires and interviews. Both of these methods have strength and
limitation. The language in the interview will be more natural than
those questionnaires. The interviews will be more interactive than the
questionnaires, but it consumes much time. However, a combination of
both methods will result in more detailed data to assist with the
meaning and interpretation of the data.
The
interview is a process to investigate detail information on people
respond and events (Burns, 1996). It involves some form of interaction
between researcher and the participant. Interviews can be unstructured,
semi-structured, and structured (Burns, 1996). Structured interviews are
dominant on survey research with quantitative analysis such as standardized
and survey interviews. The interviewers do not have the power to
explore the perceptions and value of the respondents. Qualitative
research tends to use semi-structured and unstructured interviews such
as survey, group, and in depth interviews. In addition, based on the
technical approach to collect the data, it divides to telephone, email
interviews, and video conferencing. Three of those interviews are
different on how they interact with the correspondents. Telephone and
video conferencing techniques for interview will be more interactive
than email interview. However, email interview will useful for
interviewing respondents from different place (Anderson & Arsenault,
1998; Cohen et.al, 2001; Creswell, 2005).
In
general, interviews can give useful and detail information if the
researchers cannot conduct field observations. Compared to observation,
the interviews can control the information that you need through the
specific questions (Creswell, 2005). Furthermore, related to categorising
of interviews, semi-structured and unstructured interviews such as
in-depth interviews or face-to-face interviews have several advantages
such as show individual perspective, capture the feeling of the
participants, increase the rapport of information, and fit into the
concepts of study (Anderson & Arsenault, 1998; Burns, 1999; Wiersma,
1991). In addition, “structured interviews would be helpful in
determining the tone of the social interaction, which might not be
entirely apparent from observing behavior” (Wiersma, 1991, p.231).
Furthermore, telephone interviews consume less time and have a lower
cost compared to face-to-face interview. However, telephone interviews
disrupt other people and are difficult to maintain respondents’
attention. Semi-structured and unstructured interviews can lead people
say what the interviewer wants to hear, rather than the truth.
Limitations associated with interviews are that they require intensive
planning, professional skills to validate the interviews, time
consuming, and they can be difficult to interpret and organise because
there are not standardized list of questions (Sells, Smith &
Newfield, 1997). Sometimes, it need more time because of depending on
“the verbosity of the informant, their willingness to talk, and the
value of what they are saying” (Burns, 1996, p.332).
Interviews
employ intensive steps such as coding to find the themes, issues,
topics, concepts. Then, content analysis to find the meaning of
interviews text (Burns, 1996). In addition, verifying data from
interviews also need much effort to interpret the data, such as
paraphrase and summarize. Furthermore, interviews, includes generate
natural units of meaning, classify, categorise
and order these units of meaning, need structure narratives to describe
interview contents, and interpret the interview data (Anderson &
Arsenault, 1998; Burns, 1996; Creswell, 2005). The choosing methods on
research depends on “the purpose of the research and the conceptual
framework assumed” ( LeCompte & Preissle, 1993 p.159). However, the
information will be quite massive if the researchers use multiple
methods (Wiersma, 1991). Therefore, the questionnaires and the
interviews can be combined together to obtain meaningful information.
DATA RESOURCES
Data
was obtained from the semi-structured interview which is guided by
several questions to investigation the factors which influence the
participants to be a teacher. The participants are
four experienced teachers from different country: Australia, America,
Africa, and Philippines who have the minimum teaching experiences for 9
years. Three of them are studying at SMEC, Curtin University of
Technology for Master and Doctoral Degree. The one from America came to
SMEC to do research for one month.
FINDINGS
The data was collected through the semi-structured
interview. Several questions guide the researcher to investigate the
motivation of the participants. But, the questions are extended depends
on the response of the participants. The questions are not only about
motivation, but also their background and how their teaching experiences
which are influenced by their motivation to be teachers. There
are many reasons for being a teacher. The respondents in this research
also show some factors that influence them to be a teacher. Some of the
reasons will be explored in the findings.
a. Family Member
Having
family member who become teachers doesn’t influence much on the
participants to be a teacher. Three of the four participants have family
member who became teachers. However, they didn’t find themselves are
influenced by their family member who are teachers. Moreover, their
parents were disappointed with them because of choosing to be a teacher.
Their parents would like them to have profession as a doctor, lawyer,
and engineer.
“I
had family members are professor in university, but no one who became
teachers. That’s why my parents were very disappointed. Because they are
hoping that I become a doctor”.
“My
mom was a teacher. She just taught for 10 years and then retired to
become a housewife. But , she isn’t the one who motivated me to be a
teacher”
“My
mom taught typing and shorthand in business school, my auntie teach in
the high school and became principle, my cousin is music teacher and
became principle, my great grandmother was also a teacher, but I didn’t
know much. My auntie teaches piano to students. So, some of them are
teachers in the family. But, my motivation become a teacher isn’t much
influenced by them”.
Even
though, having family member could influence people to be a teacher,
but it does not happen in this study. All of them chose their teachers
as those who most motivated them as a teacher.
b. Aspiration
Aspiration
is important part of individual life which could guide them to achieve
the goal in their life. But, aspiration could change through the journey
of people’s life. This also happened with the people who choose to be a
teacher. According to Banks (1989) as cited in Miller & Endo
(2005), most students choose the job as a doctors, and lawyers. It
because, the community tends to appreciate these kinds of jobs which are
highly paid. Furthermore, the parents also tend to encourage their
children not to become the teachers. This study found that only one from
the four participants who had aspiration to be a teacher since she was a
child. It also happened because of the parent gave her the freedom to
choose the one that she like. However, three of them didn’t have
aspiration as a teacher. But, it changed through their journey, which
disappointed their parents wish.
“I have a few different aspirations, one was a teacher, one was a librarian, and the nurse. My mom told me the story when I was a child, I had a doll and I didn’t want to play with the doll,
my grandfather gave me the medical care kits. Then, I had some books at
home, and all of the children who lived in my street, if they wanted to
borrow the books, they had to fill the form. For the teacher, gave the
children spelling test. My mom and dad were more like into history and
literature than science. So, they were surprised that I quite like
enjoyed science and math. I did do literature and history at school, but
I like science more. In year 12, in my chemistry class, I would
explained to my classmate and I remember my teacher at year 12, saying
to me you would be a good teacher and I think that’s when I actually
thought about doing that at university, beginning at year 12”.
“…
when I was a child I would like to be an engineer. Then, it changed
after my third year of teacher, because of interaction with the
students”
“… I want to be an architect, and then I want to be a research scientist. I
don’t want to be a teacher until my second year of college, I changed
my major. Because my aunt in Romania sent her oldest daughter to live
with my husband and I. She was in fifth grade, 10 years old and I was so
exciting, working with the kids at that age. That was really fun, so I
would like to be a teacher. She is the one who motivated me to be a
teacher. Because I involves in her learning, going to school, talk to
the teachers, and visited the classroom”
“Before,
I had desire to become a teacher, I want to become a sister. But then, I
moved on to the high school, I had a good chemistry teacher. So, I just
wanted to become like her. She had this very caring attitude toward all
of us. So, we were not spied of the difficult nature of
the subject. We did not really fell so hard of the questions, She would
not perceive to the new topic, until we understood the topic. I know it
is not the highly paid job, but I just wanted to become the one”
Peoples’
aspiration when they were child could be changed through their lived
experiences. Their family could influence the aspirations when they were
a child. Based on the interview data above, it is clear that their
journey as a learner and a teacher much influenced them than their
child’s aspiration.
c. Role Models
Teachers
as role models play important role to influence an individual become a
teacher. Two of the participants can identify that their teachers
influenced them to choose the profession as a teacher. Their previous
teachers not only influenced them in choosing job as teachers but also
influenced their style of teaching.
“I
have three teachers, my Math teacher at the high school, I think he was
not just a math teacher, but he was Math. He was logical, the way he
developed the idea of teaching, you see things, and you could have deep
understanding. So, he didn’t just presenting the math, but he helped us
to understand, he is a model of mathematical thinking, so I really liked
that. Another one, he was my English literature teacher in the high
school, and he always shown us to examine the ideas that we hold within
different perspectives. Anything can be changed. He also made me looked
teacher as people. And the third one is the coordinator in my school who
always encouraging in always challenge us to do our best. If I am
interested in anything, he will find the way to support it. That’s three
amazing people, I would like to be like that”
“Before,
I had desire to become a teacher, I want to become a sister. But then, I
moved on to the high school, I had a good chemistry teacher. So, I just
wanted to become like her. She had this very caring attitude toward all
of us. So, we were not spied of the difficult nature of
the subject. We did not really fell so hard of the questions, she would
not perceive to the new topic, until we understood the topic. I know it
is not the highly paid job, but I just wanted to become the one”
Unfortunately
not all teachers are effective to become role models. One participant
identified that he had good and bad experiences with his teachers. He
said : “ No one in my family is a teacher. But I have a good teacher
who motivated me to be a teacher, but I also had a chemistry teacher
who taught in the bad way, I didn’t understand then I failed chemistry.
So, teacher not influenced much in my motivation to be a teacher”.
Teachers who show their love for teach the students, enthusiastic with
the subjects, and caring their students are those who will be role
models for their students. Therefore, it is important for the teacher to
be aware of their role on their students’ life.
d. Previous Teaching Experiences
All
the participants are experienced teachers. The minimum experience that
participant had is 9 years. All of them had previous positive
experiences in teaching. Therefore, their previous experiences motivated
them to be teachers. One participant had positive experience while
doing practical teaching at high school. She noted,
“
…. I went to university, and the first two years, it was fine. But when
I went to my third year of university, I went to a school to do like
practical for ten weeks, I loved that. The teaches were very supported
at that school, my university lecturers were very supported , at that year
at university, very nice lecturers, very encouraging all of students to
have experiences in the school, and I just going there and enjoying
practical experiences , very enthusiastic…”
The other two participants are motivated to be a teacher when they interact with students. One participant stated,
“…Then,
after six years in that school, I was hired to magnet school where
students came from others districts, they came there because they really
interested in Science and Math. I started the programmed and develop
the curriculum. So, I did that for 7 years, I was really exciting worked
with highly achieving and highly motivated students”.
Another participant commented,
“The
good teacher, I consider her as a starting point. But, the actual
dealing with the students grows my motivation to be a teacher. It was
full feeling to see them learn something, to help them to understand
more about physical world, it also makes me happy to see them learn
something that they can use, like when I teach concept on hygiene, why
they should cook their food. They become conscious, that kind of looking
of student discovery how useful the science in the day activities, that
is my reward.”
The
teaching experiences provide the participants insight to be a teacher.
Interactions with students, helping other people, and impression from
students or parents give them intrinsic motivation to choose the job as
teachers.
e. Teaching as Powerful and Manageable Job
The interesting findings of the interview are teaching as powerful and manageable job. One participant commented,
“…become
a teacher give you power, and second I call this profession is liberal
profession and you have authority to do something inside the classroom.
What I mean is we can make decision. It is also easy to manage the time
which we still have the time for ourselves, not like at office in the
morning until afternoon within the strict time. But, looking on salary,
salary could not be a motivation to be a teacher”
The other participant stated,
“…it’s a good profession especially, if you are going to have children. You could manage some holidays.”
Even
though, becoming a teacher is high responsibility but the participants
mentioned that it is easy to manage time and work compare to other jobs.
Furthermore, the power of teacher to manage the classroom motivated the
participant to stay being a teacher. Even though, there is low salary
for teacher, but positive thinking on the advantages of being a teacher
could influence individual to choose this job.
e. Educational Background
Compared
to other factors such as teaching experiences and role models,
educational background not much influenced the participants to be
teachers. Two participants decided to choose college of education
because of they admired their teachers. But two of these participants
recognized that interaction with students when they teach is the major
factor which influences them to be a teacher. The first participant
stated,
“… I was at university and we
had practical experience at university, in two weeks and another two
weeks and again and again, and then 10 weeks in a school, working in the
school before you finish your degree, and I really enjoyed it”
Another participant commented, “
I
started teaching in 1998. I graduated in March 1998, so straight away. I
started teaching in secondary school, which was gathering to special
students which means they were really smart kids, they were
promoted to their level and also special in the way, they were kick out
from the normal school. I taught both of the types of students, I found
it’s very challenging.”
The
other two participants had specific case. The first one made decision
to become a teacher after enter the university. She said, “I have
bachelor degree in humanities. When I started I was in science major,
and then, so I do have a lot of math and science courses that I took in
the undergraduate. But, then I switched the majors because I taught I
want to be a teacher in the elementary school”. The other
participants became a teacher because of the government asked him to be a
teacher. Even though, he didn’t want to be a teacher, his teaching
experiences encourage him to be a teacher. Therefore, afterward, he took
the further education in science education.
f. Other Findings
The
factors that influenced the participants to be a teacher have effects
on their teaching style. They became enthusiasm and motivated teachers.
They had philosophy of teaching which guide them to be good teachers.
These are the teaching philosophy of four participants,
“…
All children can learn, children learn in different ways. So that, you
should put the opportunity for those children to learn. Probably several
things at the one time. Because you always got 30 children in your
classroom. So, you have to give them opportunity to do different things
and learn things different ways, and to get children to talks about what
they found with their experiences. And keeping children in behaviour
management which is the issue in Australian school. Providing the
structured for the children that my understanding, my language, they
know what I expect of them, they know what to do to provide a
collaboration, happy working environment’
“…
allow my students to be what they want to be. So, I always concern how
to motivate them. They should understand what they want.”
“I
have few ideas that guide the way I am teaching. Every student can
learn and successful. The second is learning should be interesting and
enjoyable, and rigorous. Third, I believe that students don’t learn by
sitting there and listen to me, I think they learn by interacting with
me and materials, the constructive knowledge, build the knowledge”.
“My
philosophy of teaching combines pragmatism, esthetic realism, and
critical philosophy. Pragmatism is about making knowledge practical and
useful. The esthetic realism is balance, because the real physical world
always compose the opposite, which actually complement each others. You
bring your students to like different thing and see how they work
together. Critical philosophy which always examining different things.
It is still developing until now. I also remember constructivism where
you acknowledge each learner. They construct the knowledge three because
they have different experiences.”
The
teaching philosophy influenced the participants to create the
meaningful learning experiences for their students. They apply varied
teaching strategies in the classroom such as constructivist approaches
through inquiry, practical work, and demonstration. One participant
stated, “I do a lot of discovery things, developing concepts, and
inquiry, a lot of group work. I applied more constructivism approaches”.
Furthermore, the problems or difficulties that they found in teaching
did not discourage them to be a teacher. For example, one participant
commented,
“I
thinks the problems don’t discourage me, because I get such a good
feeling when I say the kids learn, someone says thanks you or give the
flower or chocolate, I just feel so touch that I help someone, or the
parents ring up or anything, I think that is charging which helping the
children and guide them. I want to be a motivator”.
The
other participant perceives the problems on the positive views. She
found the problems encourage her to find the ways for helping the
students. Moreover, one participant from Philippines mentioned the
problems that happen in most Asian countries. She stated, “What
is really discourage is the work condition such as the class size, the
require number of time you suppose to assess, finish the subject. So,
you are overwhelmed with the paperwork. However,
she always tries to find the ways to overcome these problems.
Furthermore, four of participants have their future plan as a teacher
such as develop their professional career as a teacher and a decision
maker. For example, one participant stated, “I want to become the
education administrator, but I also want to maintain in the classroom, I
am especially targeting pre service science educator. When you train
the teacher, because they will teach the students. I would like to
become the education administrator, I would have opportunity to involve
in decision making, unless you don’t have position, you will not have
voices.” Based
on the findings, it is clear that the factors that motivated the
participants to be a teacher influence them to be good teachers.
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