Motivation and Degree Completion in a University-Based Teacher Education Programme
Source: Teaching Education, Volume 26, Issue 4, 2015, Pages 439-452
The present study investigated which factors determine degree completion in a Dutch university-based teacher education programme. The authors assumed that both student characteristics and characteristics of the learning environment affected degree completion. They included the following factors in their 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. The authors found that social utility values, professional commitment, perceptions of quality of instruction and time management contributed to the prediction of degree completion.