Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers

Abstract The professional plans, satisfaction levels, demographic characteristics, perceptions and motivations of different teacher types distinguished by cluster analysis were investigated among graduate-entry primary and secondary teacher education candidates ( N  = 510) from three Australian universities in an ongoing longitudinal study. Participants provided quantitative and qualitative survey data at two time-points: at their entry to teacher education, and immediately prior to completion of their qualification. Teacher types were classified via cluster analysis on the basis of their exit levels of planned effort and persistence within the teaching profession, and their professional development and leadership aspirations. Three distinct types were identified: “highly engaged persisters”, “highly engaged switchers”, and “lower engaged desisters”. Differences in motivations for having chosen teaching as a career, perceptions about the profession, and career intentions were contrasted for the three types, and demographic characteristics compared.

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