Career Motivational Beliefs and Teachers' Pattern of Behavior toward Science Teaching

By Cabansag, Marie Grace S. | Researchers World, October 2013 | Go to article overview

Career Motivational Beliefs and Teachers' Pattern of Behavior toward Science Teaching


Cabansag, Marie Grace S., Researchers World


ABSTRACT

The descriptive survey method was utilized in the analysis of career motivations and beliefs of secondary school science teachers in Isabela, Philippines and revealed that the level of career motivational beliefs is high among teachers who stayed in the profession for long years and those with designations that earn them respect and superiorityin the workplace. Thesignificant relationship between career motivation and motivational beliefsuggest the primary pattern of teachers' behavior toward science teaching. The area of intersection between these variables as supported by the significant predictive value of career motivation point out that the science teachers in the study are mostly vulnerable,the kind of persons who may be functioning but are at risk under stress. It is therefore concluded that career motivation and beliefs can predict the kind of behavior of teachers in the science teaching profession.

Keywords: Career motivation, Motivational belief, Science teaching behavior, Teachers' behavior pattern.

INTRODUCTION:

Science teaching is a multifarious task that demands for the effective promotion of scientific literacy and Science teachers must be professionally trained to get them well prepared in their subject areas to affect desired science learning. They must also stay abreast of current technological advances affecting society in order to keep their students engagedtoward continual search forscientific knowledge.

Teachers whose beliefs are built upon positive motivational circumstances could be the solution to the impending problems on the decreasing level of science achievement of learners. Teachers as agents of education reforms need strong motivational beliefs in the pursuit of improving the quality of science learning. However, earlier researches in some parts of the world conclude that the overall levels of teacher job satisfaction and motivation are low; that teachers are highly dissatisfied with their remuneration and other conditions of service (Kadzamira and Chibwana 2000, Kadzamira et al 2001, Tudor-Craig 2002, Chimwenje 2003). Motivational beliefs can therefore likely affect behavior in one's teaching performance. Hence, career motivations and beliefs should be explored in order to determine the pattem of behavior in teaching similarly to what Ford (1992) theorized that capability and context beliefs combine to form PAB (Personal Agency Belief) patterns that regulate the level of motivation a person has in reaching a target goal.

LITERATURE REVIEW:

Exploring the motivation for teaching is essential in understanding how teachers and prospective teachers can be attracted and retained to the teaching profession and how could they become more engaged and committed to their training and profession (Sinclair, Downson, and Mclnemey, 2006). On another perspective, Talisayon (1998) considered motivating science teachers as the most important and challenging; that by motivating science teachers to love their subject and students, to innovate and commit themselves whatever circumstances could be as important as the motivation exercises in the classroom. The beliefs behind the circumstances are actually the controlling factors in one's decision in life. Ford (1992) explained that belief systems are difficult to change, we can provide positive circumstances for people to reflect upon their own beliefs but ultimately people act upon his or her own belief systems. Following the same context, career motivation that is built upon belief systems or vice versa, beliefs founded on motivating circumstances could be lasting. Recent studies have tried to explore whether conventional belief on career motivation still holds true in the increasingly variable society today. Research trends examined by Adams (2011) include: why are students discouraged from choosing a science career, and how long has this hermeneutical "way of thinking" been going on, what or who motivates students to groom themselves for a science career, and does a gender or race bias exist? …

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