Journal of Academic Research 02:3(2017), pp.

18-29

Motivation and Commitment to Teaching

among Pre-service Teachers of a State
University in Samar, Philippines
Nora L. Lopez*, Elmer A. Irene
College of Education, Samar State University, Philippines
Nora.lopez@ssu.edu.ph@yahoo.com

Abstract: A teacher has to update professionally, personally and be rightfully motivated

and committed so he/she could discharge his/her diverse tasks and responsibilities with
efficiency and effectiveness. This study aimed to investigate the career motivations and
commitment among pre-service teachers to recommend plans for action along teacher
education profession. Using descriptive mixed method design, a total of 255 pre-service
teachers were employed in the study. Based on the results, it was found out that pre-
service teachers are highly motivated and committed to teaching. Moreover, extrinsic
motivation factors drive these pre-service teachers while intrinsic or altruistic factors
dominate among the commitment to pursue a teaching career. This result sheds light on
career plans and programs for teacher education.

Keywords: Teaching career, teaching profession, career factors, teaching as vocation

1. Introduction enthusiasm for being actively involved in

the work (Day, 2004).
It has been said by many that
teachers build a nation and teaching is The term commitment is often used when
thought to be the noblest among all describing desirable attributes of a teacher.
professions. Therefore, to meet this It is a word often used to differentiate those
expectation, the country seeks quality "caring" and "dedicated" teachers from those
among teachers. In this sense, a teacher has who put their interests and needs first (Nias,
to update professionally, personally and be 1989). Some teachers see their commitment
rightfully motivated and committed so as part of their professional identity, it
he/she could discharge his/her diverse tasks defines them, and their work and they gain
and responsibilities with efficiency and satisfaction and “ a lot of enjoyment from
effectiveness. this” (Elliott & Crosswell, 2001,p.7)

Teachers‟ work is sophisticated and Teacher commitment is a crucial

multifaceted and occurs in contexts that are phenomenon to understand due to its
demanding and “emotionally and intimate connection with concepts such as
intellectually challenging” (Day, 2005, p. quality of teaching, teacher adaptability,
13). As such, teaching is a profession that teacher attendance, teacher burnout, teacher
requires personal commitment to maintain retention, organizational “health” of the
school, and student attitudes and learning
JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

outcomes (Firestone, 1996; Firestone & continue to experiment and exhibit

Rosenblum, 1988). Hence, teacher dedication to their students (Watson &
commitment and engagement is viewed as a Hatton, 2002). Day (2004) argues that
foundational element in the success and experienced teachers who do maintain their
future of education (Skillback & Connell, levels of commitment have been capable of
2004). this because they have modified their
commitment in response to their current
An investigation into teacher commitment personal and professional situations.
also serves in understanding the link Therefore, even though there are many
between time spent in a career and studies that have examined teachers' level of
commitment levels. In organizational commitment throughout their careers,
studies, the commitment has been positively consensus does not exist within these
linked to age and experience (Dornstein & findings.
Matalon, 1989). In the teacher commitment
literature, however, there exist conflicting On the other hand, according to
views on the link between career span and Sinclair, Dowson, and McInerney (2006)
teacher commitment. One position and the Ministry of Education, Culture, and
considers teachers' commitment to decrease Science (2007), understanding teachers'
progressively throughout their careers motivation for teaching is essential to
(Fraser, Draper & Taylor, 1998). Various understand how prospective teachers can be
stages have been identified in this process. attracted and retained. Sinclair et al. (2006)
The enthusiasm and commitment furthermore state that it is important to
demonstrated by teachers at the beginning of attract students with the "right" motives; a
their careers are often followed by a time of highly motivated students will be more
experimentation, after which time teachers engaged and committed to their training and
can experience a period of frustration and profession. Many schools for teacher
self-doubt, often followed by stages of training accepts students were admitted not
conservatism and eventual disengagement based on their motivation to become a
(Huberman, 1993). This progressive teacher. In the best case, if students were
decrease in commitment may affect the prepared to love the profession as they
teacher‟s willingness to implement changes progress in their schooling may produce pre-
in the class and school environment and service teachers with the right motivation.
decrease voluntary participation in extra- Many enter into the course because of the
curricular activities. demand of the profession not because of the
love for it, in short, they enter with the
However, research conducted in "wrong" motives. During teacher training,
Australia suggests that this pattern of these pre-service teachers experience many
decreasing commitment does not necessarily facets of the teaching profession and expect
apply to all teachers (Watson & Hatton, that their students desire to become a teacher
2002). In one study, teachers who had spent may change over time. This change over
more than six years in rural schools reported time may even be a consequence of the
an increase in commitment (Boylan & teacher training program. It is this latter
McSwan, 1998). In other studies, it has aspect that this study would like to focus.
been noted that experienced teachers may What are the influences of the teacher
continue to demonstrate high levels of training program in promoting a change in
commitment to teaching, a willingness to motivation to become a teacher, especially

Lopez & Irene (2017) 19

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

when it concerns the change from a "wrong" Certainly, there are many reasons
to a "right" motive? Furthermore, this study accounting for the turnover of teachers.
is interested in how pre-service teachers‟ According to Albert (2013), Philippine
motivation to become a teacher is related to public school teachers are overworked
their commitment, as proposed by Sinclair et (based on the high pupil-teacher ratio,
al. (2006). teaching hours per day, and teaching hours
per year). With long working hours and
Manning & Patterson, (2005), on the larger class sizes, teachers are unlikely to
other hand, are with the idea that while have the time, energy and opportunity for
academic qualification, subject matter professional development and lesson plans
knowledge, pedagogy and teaching skills are especially when the curriculum is changing
important factors in determining teachers' so often. Philippine public school teachers
competency and teaching efficacy, a are underpaid. Salaries are stagnant.
knowledgeable teacher without motivation Teachers' pay does not go up appreciably
and dedication to teaching may not sustain with years of experience. Teachers' salaries
quality education. In other words, the quality do not keep pace with inflation. Compared
of teaching is not only governed by the to Indonesia and Malaysia, the fraction of
knowledge and skill competence of teachers Philippine public school teachers under 40
but also their enthusiasm and commitment in years of age is much smaller. With a
teaching (Rikard, 1999). In fact, teacher significant number retiring shortly, this can
commitment and engagement has been be problematic. Graduation rates in teacher
identified as one of the most critical factors education are less than 20 percent, and for
in the success of education (Huberman, those who graduate, only 20-30 percent pass
1997, Nias, 1981). Thus, the recruitment and the licensure exam. This means only 4-6
retention of quality teachers is a crucial percent of students in teaching colleges
issue in education. qualify to practice the profession. The
faculty in teaching institutions lacks
Many studies revealed that people advanced degrees. Less than half of higher
entering pre-service teacher education share education faculty have degrees beyond the
a number of common motivating factors bachelors' degree. Only about 10 percent
such as the desire to work with or benefit the holds a doctorate. Philippine public school
students, a sense to make a difference in teachers are leaving the country for better
their community or society through conditions and opportunities.
teaching, the influence of parents, former
teachers, peers or relatives, and the Add to the above the high poverty
perceived benefits of a teaching job such as incidence in the country and these factors
career security, vacations, and salary alone can explain the current dismal state of
(Sinclair, 2008). While research into basic education in the Philippines. Education
motivation to teach has tended to focus on reforms that might work must focus on these
pre-service teachers' initial motives for issues first.
becoming teachers, these can change in
response to their educational experience and The problem of recruitment and
„real' teaching experience during teaching retention of quality teachers has repeatedly
practice (ibid). been reported in literature and government
documents in different countries. For
example, in the United States, there is a

Lopez & Irene (2017) 20

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

shortage of qualified teachers particularly in teachers' motivation to become a teacher is

math and science or special education. related to their commitment, as proposed by
Moreover, there is continuing concern that Sinclair et al. (2006).
professionals are leaving the teaching field This study is significant because it
much earlier in their careers than are would assist education leaders and systems
professionals from other fields (The at the level of both policy and practice in
National Center for Education Statistics, identifying ways to support, stimulate and
1997; Certo & Fox, 2002). The constant enhance pre-service teachers‟ commitment
leaving of good teachers from the teaching levels.
profession to other careers, such as the
business and government sectors suggests 2. Objective
that teaching is not an attractive career to
prospective and in-service teachers This study aimed to determine the
(Ingersoll, 2001; National Center for motivational and commitment levels of pre-
Education Statistics, 1992) service students of Samar State University
enrolled during SY 2015-2016. It also
The high poverty incidence in the sought factors of motivation and
country can explain the current dismal state commitment derived through qualitative
of the basic education in the Philippines. method.
Education reforms that might work must
focus on these issues first. 3. Methodology

The researcher, on the other hand, This study used descriptive mixed
had received negative feedbacks coming method design utilizing quantitative and
from the cooperating teachers of the qualitative data. Survey technique was used
different schools in Catbalogan City where to conduct the level of motivation and
the SSU practice teachers had been assigned commitment among pre-service teachers
during the second semester, last year. Some employed through stratified sampling. The
cooperating teachers complained of practice researcher got 75% of the total population of
teachers who often come late; do not make the respondents for each course- Bachelor of
instructional materials; could not deliver the Elementary Education (BEED) and
lessons well because of lack of preparation; Bachelor of Secondary Education (BSEd).
and those who would log in late, but log out Specifically, there were 255 respondents
early. In fact, in one of the high schools, two obtained of which 118 from BEEd and 137
practice teachers obtained very low grades from the BSED.
from one of the cooperating teachers for not
performing well during their practice A validated and standardized
teaching activity. instrument was utilized in the quantitative
study. The questionnaire consisted of three
With these presentations, the parts. Part I is the solicited personal
researcher feels a deep concern that she was information from the pre-service teacher-
prompted to get into this study of knowing respondents like age, gender, course, and
the extent of commitment to the teaching of family income. Part II determined the
the pre-service teachers, amidst the bare dominant motivating factors in choosing
facts presented above. Furthermore, this education as a course, using the instrument
study is interested in how pre-service utilized by Gu (2013) consisting of 33 items

Lopez & Irene (2017) 21

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

representing the reasons affecting the pre- joined the teaching profession mostly based
service teacher's choice of the course; and on extrinsic motive factor (Chan, 1998;
27 items on the commitment that the pre- Yong, 1995; Young, 1995). The similarity
service teacher has. For the qualitative was probably due to the same composition
component, a focus group discussion was and characteristics of the samples in the
conducted to extract the motivation and studies (e.g., educational qualification and
commitment factors from the participants. background). In the previous studies of pre-
service teachers (Chan, 1998; Young, 1995),
4. Results and Discussion the students usually took teacher education
program as an alternate means or last resort
The data in Table 1 show that out of of continuing further study when they could
the 33 motivations, the three which emerged not enter their desired university programs.
as the highest motivation being carried by Thus, they might not be intrinsically or
the COED students are 1) I have had good altruistically motivated in joining the
teachers as role models. (4.44 HM); 2) I teaching profession.
have had positive learning experiences.
(4.33 HM); and 3) Teachers make a Preservice teachers with intrinsic
worthwhile social contribution. ( 4.19 HM). motivation tend to endorse a mastery goal
The result is supported by the research leading to more adaptive teaching strategies
studies of Moran et al. (2001) which posits and better teaching performance (Malmberg,
that motives for selecting teaching as a 2006; Roth et al., 2007) while those with
career are various- it could be extrinsic extrinsic motivation tend to endorse an
motives such as salary, lengthy holidays; b. avoidance type of goal orientation. More
intrinsic motives such as interest, personal importantly, teachers' intrinsic motivation
experience, and intellectual fulfillment; and for teaching has a great impact on students'
c) altruistic motives as wanting to contribute enjoyment and interest in learning (Reeve,
to the growth of another individual. The Bolt, & Cai, 1999; Wild, Enzle, Nix, &
highest motivations of these respondents Deci, 1999).
show that they are more driven by intrinsic
motives. It is a good point to note since it On the whole, the data for the level
could be implied that salaries and other of career motivation which is 3.83 for males
extrinsic motives are not their only priority and 3.49 for females, had a combined mean
in taking teaching as their course. of 3.66 which is interpreted as Highly
Motivated. According to Sinclair, Dowson,
On the other hand, the three lowest and McInerney (2006) and the Ministry of
rated motivations are 1) I have good Education, Culture, and Science (2007),
teaching skills, (2.62 MM); 2) Teaching understanding teachers' motivation for
hours will fit with the responsibilities of teaching is essential to understand how
having a family (2.85 MM); and 3) A prospective teachers can be attracted and
teaching job will allow me to choose where I retained. Sinclair et al. (2006) furthermore
wish to live (3.00 MM). This is an state that it is important to attract students
indication that extrinsic motivations with the "right" motives; these students will
dominate among the respondents. be more engaged and committed to their
training and profession. It is speculated that
These findings are the same from the the performance and commitment of
previous study of pre-service teachers who teachers in teaching are influenced by their

Lopez & Irene (2017) 22

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

Table 1 Level of Career Motivation of the Pre-Service Teachers.

Respondents' Category
(Xw / Interpretation) Combined
No. Item
Mean/Interpretation
Male Female
1 Teaching is a career suited to my abilities. 3.89 HM 3.89 HM 3.89 HM
2 I have good teaching skills. 1.84 MM 3.40 MM 2.62 MM
3 I have the qualities of a good teacher. 2.58 MM 3.68 HM 3.13 MM
4 I am interested in teaching. 3.89 HM 3.94 HM 3.92 HM
5 I like teaching. 4.47 HM 3.33 MM 3.90 HM
6 I have always wanted to be a teacher. 4.32 HM 3.61 HM 3.97 HM
7 I chose to teach as a last resort career. 3.42 MM 3.59 HM 3.51 HM
8 I was not accepted into my first-choice career. 4.26 HM 3.40 MM 3.83 HM
9 I was unsure of what career I wanted. 3.37 MM 3.07 MM 3.22 MM
10 Teaching will be a secure job. 4.32 HM 3.85 HM 4.09 HM
11 Teaching will provide a reliable income. 3.16 MM 3.25 MM 3.21 MM
12 Teaching will offer a steady career path. 3.84 HM 4.03 HM 3.94 HM
13 School holidays will fit in my family 4.16 HM 3.48 MM 3.82 HM
commitments.
14 As a teacher, I will have a short working day. 4.42 HM 2.70 MM 3.56 HM
15 Teaching hours will fit with the responsibilities of 3.11 MM 2.59 MM 2.85 MM
having a family.
16 As a teacher, I will have lengthy holidays. 3.74 HM 2.79 MM 3.27 MM
17 Part-time teaching could allow more family time. 3.11 MM 3.13 MM 3.12 MM
18 A teaching job will allow me to choose where I 3.42 MM 2.58 MM 3.00 MM
wish to live.
19 A teaching qualification is recognized everywhere. 4.47 HM 3.14 MM 3.81 HM
20 Teaching will be a useful job for me to have when 3.63 HM 3.31 MM 3.47 MM
travelling.
21 Teaching will allow me to shape child/adolescent 2.95 MM 3.81 HM 3.38 MM
values.
22 Teaching will allow me to have an impact on 4.32 HM 4.03 HM 4.18 HM
children/adolescent.
23 Teaching will allow me to work against social 3.16 MM 3.04 MM 3.10 MM
disadvantage.
24 Teaching will allow me to raise the ambitions of 4.11 HM 3.82 HM 3.97 HM
underprivileged youth.
25 Teaching will allow me to provide service to the 4.16 HM 4.16 HM 4.16 HM
society.
26 Teachers make a worthwhile social contribution. 4.58 VHM 3.80 HM 4.19 HM
27 I want to work in a child/adolescent- centered 4.05 HM 3.73 HM 3.89 HM
environment.
28 I like working with children/adolescents. 4.16 HM 3.59 HM 3.88 HM
29 I have had good teachers as role models. 4.79 VHM 4.09 HM 4.44 HM
30 I have had positive learning experiences. 4.84 VHM 3.82 HM 4.33 HM
31 People I have worked with think I should become 3.68 HM 3.31 MM 3.50 MM
a teacher.
32 My friends think I should become a teacher. 4.26 HM 3.33 MM 3.80 HM
33 My family thinks I should become a teacher. 4.00 HM 3.75 HM 3.88 HM
Grand Mean 3.83 HM 3.49 MM 3.66 HM

motives in taking up teaching as a career, Table 2 shows the following three

their confidence level, efficacy, and highest commitments as gathered from the
concerns in teaching (Day, 2004; Joeffres & respondents: 1) To teach to improve the
Haughey, 2001). knowledge of students (4.49 HC); 2) To

Lopez & Irene (2017) 23

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

accomplish the job with enthusiasm (4.23 with enthusiasm " suggest that the preservice
HC); and 3) To take the choice of becoming teachers in the present study had high
a teacher as the best decision in life (4.22 commitment in their teaching work, caring
HC). much about their students' learning and
development, as well as the development of
"To teach to improve the knowledge the schools they teach, implying they had
of students " and " To accomplish the job reached the highest level of teachers'

Table 2 Level of Commitment of the Pre-Service Teachers

Respondents' Category
Xw/Interpretation Combined
No. Item
Mean/Interpretation
Male Female
1 To teach to improve the 4.37 HC 4.61 VHC 4.49 HC
2 To teach them with passion because it 3.63 HC 4.00 HC 3.82 HC
is my aspiration in life
3 To try my best to help develop 3.89 HC 3.85 HC 3.87 HC
4 To try my best to teach no matter how 3.32 MC 3.79 HC 3.56 HC
bad students would behave
5 To consider teaching as my first 3.53 HC 3.52 HC 3.53 HC
6 To consider teaching different 3.47 MC 3.86 HC 3.67 HC
7 To look at my teaching 4.37 HC 3.63 HC 4.00 HC
8 To work hard for the school 3.00 MC 3.68 HC 3.34 MC
9 To upgrade myself in order to 3.68 HC 3.71 HC 3.70 HC
10 To be proud of the school 4.32 HC 3.90 HC 4.11 HC
11 To prefer working at this school 3.53 HC 4.20 HC 3.87 HC
12 To deal with the future of the 3.79 HC 3.82 HC 3.81 HC
13 To perceive the school as the 3.74 HC 3.30 MC 3.52 HC
14 To spend time with the students 3.95 HC 3.59 HC 3.77 HC
15 To be proud of my colleagues 4.16 HC 3.62 HC 3.89 HC
16 To accomplish the job with 4.68 VHC 3.78 HC 4.23 HC
17 To get information about the 4.53 VHC 3.81 HC 4.17 HC
18 To try to do the best for the 3.95 HC 3.75 HC 3.85 HC
19 To enjoy teaching 4.47 HC 3.83 HC 4.15 HC
20 To take the choice of becoming a 4.42 HC 4.01 HC 4.22 HC
21 To be proud of being a teacher 3.63 HC 3.83 HC 3.73 HC
22 To perceive the values of 3.37 MC 3.34 MC 3.36 MC
23 To perceive teaching occupation 4.53 VHC 3.81 HC 4.17 HC
24 To desire to well-known in the 2.95 MC 3.22 MC 3.09 MC
25 To continue teaching without 3.42 MC 3.56 HC 3.49 MC
26 To have the perception of being 3.84 HC 3.72 HC 3.78 HC
27 To treat other teachers in other 4.00 HC 3.70 HC 3.85 HC
Grand Mean 3.87 HC 3.76 HC 3.81 HC

Lopez & Irene (2017) 24

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

concern (impact concerns) according to the During the Focus Group

Fuller (1969) model of concerns. Discussions, preservice teachers were given
an opportunity to share their experiences as
Looking at the other side, the three College of Education students. One focus
least rated commitment among the 27- group discussion was conducted among
commitment statements were 1) To desire to twelve students from Bachelor of
be well known in the teaching profession, Elementary Education and Bachelor of
(3.09 MC); 2) To work hard for the school, Secondary Education. The proceedings of
(3.34 MC); and 3) To continue teaching focus group discussions were transcribed
without much thoughts on economic needs, verbatim.
(3.49 MC). The grand mean, 3.81 is
interpreted as Highly Committed. The presentation of results was
organized into two major parts. The first part
As indicated in this study, personal addresses the reasons that „compelled'
factors such as the "Intrinsic/Altruistic" teachers to join the teaching profession. The
motive to choose to teach as a career is second part looks at their commitment to the
significantly related to teacher commitment teaching profession when they become one.
to teaching. On their motivation to teach, the researcher
focused on the three most dominant reasons.
The results suggest that, when trying
to attract students to the profession and On Motivation
trying to retain them on the teacher-training
program, it is important to focus on motives Here are the three motivations
such as social utility motives or perceived common to the respondents:
teaching abilities.
1. „I want to teach children‟
The set of core values and beliefs in
The analysis of the proceedings of the
helping students' learning and development
focus group discussion revealed three major
should be promoted in teacher education
reasons that motivated teachers to join the
program, allowing teachers' constant
teaching profession. The first prominent
reflection and support at the institution level.
reason that emerged during the discussion is
As concluded by Day et al. (2005), whether
the motivation to teach children. They
teachers are mobilized and ready to respond
would like to share their knowledge with
to new challenges and changing
their future pupils/students. They love
circumstances very much depend on sets of
teaching kids. Moreover, they would like to
core values-based identities which are
teach children and touch their lives. This has
related too strongly held purposes and
relevance to the third common motivation
principles of care and commitment to pupils'
in the survey which is; "Teachers make a
learning and achievement. The negligence of
worthwhile social contribution.“
these core identities in the management and
implementation of change and reform 2. „I love teaching‟
agendas is likely to result in a decline in pre-
service and in-service teachers the very The second reason that was cited as a
qualities essential to sustain their passion factor that compelled the preservice teachers
and commitment for high-quality teaching to join the profession was they love
teaching. They always wanted to become a
teacher ever since. Some of the participants‟

Lopez & Irene (2017) 25

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

remarks are illustrated by their quotes. I sharing knowledge, one stated: “I want to
wanted to continue the profession and found impart/share more knowledge with students,
myself falling in love with teaching. Since the interesting knowledge that I have gained
high school, I already had in mind that I in school.”
would be teaching because it is a very
inspiring job. Another respondent says; “I About the three motivations that
joined the teaching profession because I like drove the students to take education were
the profession and I believe it is the best way that they have good teachers as role models
to serve the society.” Another respondent and that they have had positive learning
opines: “I feel like teaching profession is my experiences. This was confirmed by one of
vocation and my mission is to help and the respondents of the Focus Group
impart knowledge.” This has relevance to Discussion when she said: “The experience
the third common motivation in the survey that influenced me was during our Field
which is; “Teachers make a worthwhile Study observations when I observed a
social contribution. “ teacher who patiently taught his students
who were hard-headed and "pasaway”. He
3. „I was influenced by my parents and passionately taught even though it was hard
significant others‟ but he still did it for the students to learn.
On that point, I realized that I want to be
There were respondents who explained
like him too.”
that they would like to join the teaching
profession because of the influence of their On Commitment
parents and/or other close relatives. It is
observed that they want to join the teaching On the other hand, the respondents
profession because their parents or other were also asked about their commitment to
close people who are important to them are teaching when they will be in the service.
teachers. And yet a respondent mentioned The respondents gave the following
that she opted to become a teacher because it common commitments:
runs in the family – both parents are
teachers. One says; "It is a desire in our 1. „I will not stop studying and learning
family to be one of the licensed teachers.” for my professional growth.‟
One response was extrinsic though. “I
The respondents are willing to grow
think teaching profession can provide my
professionally and never stop learning. “I
basic needs and also my family needs.”
am willing to learn more, and I will not stop
In addition to these three most from learning.” “I will be patient all the time
common responses, are the following: “I in order to learn more.” “I will do my best
want to make a difference in people‟s lives.” to improve professionally and personally for
“I want to educate and inspire people.” “I the betterment of my teaching profession
want to become a professional teacher to and education. ”These are just some of the
serve our nation.” Another respondent statements given by the respondents when it
mentions: “I want to become a big part of comes to their commitment to teaching.
the lives of every pupils/student and change
them and mold them to become good 2. „Use lot of materials/strategies where
citizens.” “I have the passion for teaching.” children can gain more knowledge.‟
“I think teaching profession can provide my
basic needs and also my family needs.” On

Lopez & Irene (2017) 26

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

The second common commitment from changes in the curriculum; “while one says;
among the respondents is on the use of “Be aware of the curriculum.”
different strategies for the enhancement of
the knowledge of students/pupils by using 5. Conclusion and Recommendations
different materials and/or strategies. “I will
be equipped with the essential knowledge for Good teaching is affected not only
teaching using varied materials and by the knowledge and pedagogy of teachers,
strategies to suit the needs of my children.” but also their passion for teaching, which is
Another one stressed by saying; “I will use associated with enthusiasm, caring,
different learning strategies.” commitment, and teaching efficacy.
Extrinsic and intrinsic factors could play and
3. „No giving up on students/pupils.‟ are fundamental to raising standards. It is
clearly both the responsibility of the teachers
The third commitment that emerged and the schools to ensure that teachers can
from the responses is on students‟ welfare. continue and sustain passion, to exercise the
One shared her commitment by assuring that love, care and respect necessary to good
she can handle her students. One mentions teaching and carry on for a better future
her commitment by saying that she would (Day, 2004).
influence her children and touch their lives.
Still one says, “I would be an efficient and In view of the findings of this study,
effective teacher for my children.” One the following recommendations are made
respondent assured by saying, “I would intending to fostering preservice teachers‟
always ask or solicit student’s feedback.” “I motivation and commitment to the teaching
will teach my students the best that I can.” “I profession. First, the government and other
am willing to teach children as long as I stakeholders and the teacher education
can, and I will give my all best in order to institution should seriously instill in the
make the change in their lives.” These are minds of the students, the nobility and the
some of the commitment shared by the urgency of the profession in addressing the
respondents on their becoming a teacher needs of the country of more intrinsically
someday. motivated teachers, more dedicated and
proficient teachers in order to attract other
Aside from the mentioned responses, incoming students by making their years in
worth mentioning too, are the following: “I the institution more enjoyable, worthwhile,
would make a good lesson plan to ensure the and meaningful. The College of Education
achievement of my target objectives.” This should live up to the expectations of
was also supported by another respondent everyone in turning out more graduates who
who says that she would always plan her are excellent and disciplined leaders and
lesson and would always have a backup plan devoted service providers.
in anticipation if something goes wrong.
One commits to be prepared at all times. There should also be a regular
Still, one respondent is committed to training program for school leadership and
keeping herself abreast of the time. One values formation because studies have also
preservice teacher says; “I would always be revealed that many teachers in many schools
motivated to do such things as learning is are disappointed with their school
fun, not a burden.” On curriculum, one says; administration (Mkumbo, 2011), which
“I will always be prepared and adapt the further tends to erode their teaching
commitment and morale.

Lopez & Irene (2017) 27

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

6. Bibliography Fraser, H., Draper, J., & Taylor, W. (1998).

The quality of teachers' professional
Boylan, C., & McSwan, D. (1998). Long- lives: Teachers and job
staying rural teachers: Who are satisfaction. Evaluation & Research
they?. Australian Journal of in Education, 12(2)
Education, 42(1).
Firestone, W. A. (1996). Images of Teaching
Day, C., Elliot, B., & Kington, and Proposals for Reform: A
A.(2005).Reform, Standards and comparison of Ideas from Cognitive
Teacher Identity: Challenges of and Organizational Research.
Sustaining Commitment. Teaching Educational Administration
and Teacher Education, 21(5). Quarterly, 32(2).

Day, C (2004). A Passion for Teaching. Firestone, W. A., & Pennell, J. R. (1993).
London: Routledge Falmer Teacher Commitment, Working
Dornstein, M., & Matalon, Y. Conditions, and Differential
(1989). A comprehensive analysis of Incentive Policies. Review of
the predictors of organizational Educational Research, 63(4).
commitment: A study of voluntary
army personnel in Israel. Journal of Firestone, W. A., & Rosenblum, S. (1988).
Vocational Behavior, 34(2) Building Commitment in Urban
High Schools. Educational
Dowson, M., & McInerney, D. M. (2003). Evaluation and Policy Analysis,
What Do Students Say About Their 10(4).
Motivational Goals? Toward a More
Complex and Dynamic Perspective Gottfredson, L. S. (1981). Circumscription
on Student Motivation. and Compromise: A Developmental
Contemporary Educational Theory of Occupational Aspirations.
Psychology, 28(1). Journal of Counseling Psychology
(Monograph), 28.6.
Eggen, P. & Kauchak, D. (2007).
Educational Psychology (7th ed.). Gu, Mingyue "Michelle"; Lai, ChunTeacher
New Jersey: Pearson Education Education Quarterly , Vol. 39, No. 3,
International. Journal of Language Summer 2012
Teaching and Research
Huberman, M. (1993). The Lives of
Elliott, B., & Crosswell, L. (2001). Teachers (J. Neufeld, Trans.).
Commitment to teaching: Australian London: Cassell Villiers House.
perspectives on the interplays of
the professional and the personal in Ingersoll, R. M. (2001). Teacher Turnover
teachers‟ lives. In International and Teacher Shortages: An
Symposium on Teacher Organizational Analysis. American
Commitment at the European Educational Research Journal, 37(3).
Conference on Educational
Research, Lille, France. Malmberg, L.-E. (2006). Goal-orientation
and Teacher Motivation among

Lopez & Irene (2017) 28

JOURNAL OF ACADEMIC RESEARCH Vol. 02 No. 3

Teacher Applicants and Student

Teachers. Teaching and Teacher
Education, 22(1).

Manning, M., & Patterson, J. (2005).

Unfulfilled Promise: Ensuring
Quality Teachers for Our Nation's
Schools. Childhood Education,
81(4).

Moran, A., Kilpatrick, R., Abbott, L., Dallat,

J. & McClune, B. (2001). Training to
teach: motivating factors and
implications for recruitment,
Evaluation, and Research in
Education 15.1

Nias, J. (1981). Commitment and

Motivation in Primary School
Teachers. Educational Review,
33(3).

Nias, J. (1989). Primary Teachers Talking:

A Study of Teaching as Work.
London: Routledge. Sinclair, C.
(2008). Initial and Changing Student
Teacher Motivation and
Commitment to Teaching, Asia-
Pacific Journal of Teacher Education
36.2.

Sinclair, C., Dowson, M., & McInerney, D.

(2006). Motivations to Teach:
Psychometric Perspectives Across
the First Semester of Teacher
Education. Teachers College Record,
108(6).

Taylor, A. (2006). Perceptions of

prospective entrants to teacher
education, Teaching and Teacher
Education 22.

Lopez & Irene (2017) 29