Motivation and degree completion in a university-based teacher education programme

Marjon Fokkens-Bruinsma, Esther Tamara Canrinus

OnderzoeksoutputAcademicpeer review

6 Citaten (Scopus)
18 Downloads (Pure)


This study investigated which factors determine degree completion in a Dutch
university-based teacher education programme. We assumed that both student
characteristics and characteristics of the learning environment affected degree
completion. We included the following factors in our study: motivation for
becoming a teacher, teaching self-efficacy, professional commitment, perceptions of time management and perceptions of quality of instruction in the teacher education programme. Data were collected from 135 preservice teachers using a digital questionnaire. The student administration of the teacher education department provided data on degree completion. Analyses showed that teaching ability was the most important motive for becoming a teacher; it was also found to be a negative predictor of degree completion. We found that social utility values, professional commitment, perceptions of quality of instruction and time management contributed to the prediction of degree completion. The findings and implications for teacher education and policy are discussed.
Originele taal-2English
Pagina's (van-tot)439-452
Aantal pagina's14
TijdschriftTeaching Education
Nummer van het tijdschrift4
StatusPublished - 2015

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