Motivation to become a teacher and engagement to the profession. Evidence from different contexts

Marjon Fokkens-Bruinsma, Esther Canrinus

Research output: Contribution to journalArticleAcademicpeer-review

42 Citations (Scopus)


In this study, the assumption that motivation is relevant for preservice teachers’ engagement to the profession is investigated using the Factors Influencing Teaching (FIT) Choice theory. This assumption is tested in two Dutch teacher training contexts. Survey data from preservice teachers training in training for secondary education level (n = 168) and primary education level (n = 53) were used in stepwise regression analyses. In both contexts, working with children and adolescents was in the top three of important motives to become a teacher. As well, this motive predicted many factors relevant for the engagement to the profession (e.g., planned effort, planned persistence, and leadership aspirations). Differences between the contexts were observed regarding which motives contribute to the preservice teachers’ engagement to the profession.
Original languageEnglish
Pages (from-to)65-74
Number of pages10
JournalInternational Journal of Educational Research
Early online date21-Oct-2013
Publication statusPublished - 2014


  • motivation
  • teaching
  • engagement

Cite this