Abstract

Attitude and motivational persistence of Singapore teachers: A longitudinal study

Kim Chuan Goh, National Institute of Education, Singapore
Sylvia Chong, National Institute of Education, Singapore

Studies of teacher candidates’ attitude and motives in choosing teaching have been conducted. Different motives have been identified and they provide an indication of the intentions of teacher candidates in entering teacher education and subsequently the teaching profession. The strength of their motivation also influences their retention in service. However, few studies were conducted to monitor changes in teachers’ attitude and motivation over time.

This paper discusses data based on a longitudinal study of teacher candidates’ attitude and motivation towards teaching at five time points spanning a period of four years - from entry and exit of a one-year pre-service programme, and at the end of each of the three years of beginning teaching – in Singapore. The first part discusses the changes in their attitude towards teaching using RASCH analysis, while the second looks at the changes and persistence in their motives for teaching using factor analysis.
A survey using 44 statements that collectively measure the attitude variable was administered to 1000 pre-service teachers upon entry into the one-year programme at the National Institute of Education in July 2005. The same survey was administered at all five time points. As the study followed the same candidates at all points, with attrition and mismatch of respondents, the final figure used in the analysis was 305 (30%). The RASCH analysis measures all 44 statements as one variable i.e. attitude towards teaching.
Related to attitude is motivation, 16 out of the 44 statements in the questionnaire were related to motives for teaching. The responses to the 16 items were subjected to factorial analysis. The results some pattern in the persistence of motives that spans the entire cycle. Singapore teachers’ attitude towards teaching and their motives seem to persist even after 3 years of teaching.  The findings have implications on recruitment of teacher candidates and retention of beginning teachers in Singapore schools.