ANALYSIS OF MQTWATIONS FOR mama
m TEACHING monarch:

Thesis for the Degree of M. A.
MICHIGAN STATE UNIVERSITY
’Takako Mari
196:3

’.o~nnfltp‘-‘.}"‘
' . I

 

 

F2 LIBRAR Y
Michigan State

I
I
L; University

L_ _

ABSTRACT

ANALYSIS OF MOTIVATIONS FOR CHOOSING
THE TEACHING PROFESSION

By Takako Mori

The main purpose of this study was to make and evaluate an
instrument for studying the motivations for entering the teaching
profession by Guttman's Theory of Facet Analysis. Therefore, this
study could be called a pilot study or pre-test for a more scient-
ific study.

In developing this instrument, the following assumptions
were made:

1. One's motivation influences one's behavior not only
through initiation, but also through determining its direction,
strength, and perseverance.

2. Occupational choice is a social and psychological phen-
omenon. The individual choice of the particular occupation is based
on the balances between the individual self concept of his needs and
his evaluation of the occupational values.

3. The structure of the occupational values which are eval-
uated by the individual or society could be analyzed into two ele-

ments, Requirements and Satisfactions, which are offered the persons

 

 

in Pre-job, On-job, and Post-job situations by the occupation.

‘4. These elements of occupational values should be obtained
from the different dimensions of the occupation, such as Physical
condition, Economic condition, Social condition, Interpersonal con-

dition, Intellectual condition, and Ethical condition.

Takako Mori.

As a result, three facets were set Up. The elements of each

facet can be tabulated as follows:

 

 

A. Job-Person Interaction B. Asgects of Job C. Time

31 Requirements bl Physical condition cl Pre-job

a2 Satisfactions b2 Economic " c2 On-job
b3 Social " c3 Post-job

b4 Interpersonal "
b Intellectual "
b6 Ethical "

 

By using these facets, the semantic framework within which
to view the subuniverses, each of which has three components, one
from each facet, was presented. From this a certain statistical
structure for the matrix of correlation coefficients was predicted.
The empirical data were then examined to see whether or not they
revealed the statistical structure predicted from the semantic st-
ructure.

In this study, 26 subuniverses, which were selected and de-
velOped from previous studies concerning reasons for entering teach-
ing, were presented and arranged on the semantic scale, al<fa2 ,
and then the simplex correlation structure was predicted by Guttman's
Contiguity Hyphothesis.

In the empirical design, from 26 subuniverses, 26 pairs of
questions about the evaluation of the OCCUpational values of teach-
ing and its influence Upon the motivations for becoming a teacher
were made up.

The data were obtained from the 556 prOSpective teachers

at Michigan State University. The findings were that the difference

Takako Mori , ._’

c. 57*" “J
a.)

by sex was recognized in almost all problems by Chi-square test,
and that some occupational values of teaching were related to the
motivations for becoming a teacher strongly and positively (or
negatively), but other occupational values of teaching which con—

tain the factor, Requirements, did not affect the motivations.

 

Also, by examining the intercorrelation coefficients between 26
subuniverses, the facet analysis in this study was evaluated. It
was very adequate. Therefore, it is hOped that by further study

complete Cartesian product may be made Up, according to these facts.

ANALYSIS OF NOTIVATIONS FOR CHOOSING

THE TEACHING PROFESSION

BY

TAKAKO MORI

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements

for the degree of

MASTER OF ARTS

Department of Sociology and AnthrOpology

1963

I.
.4 I
I "’11. J .3

ii

ACKI‘JOI! LE DC-‘i 1E3" ITS

I wish to sincerely thank Dr. Louis Guttman, Dr.
Wilbur B. Brookover, and Dr. Walter Stellwagen for their

guidances throughout the preparation of this study.

Takako Mori

iii

TABLE OF CONTENTS

Chapter Page

I. THE PROBLEM. . . . . . . . . . . . . . . . . . . . . . l
1. Introduction to The Problem
2. Definition of Terms
3. Purpose of The Study
4. Limitations of The Study
5. Related Studies
II. HOW THE STUDY WAS CONDUCTED. . . . . . . . . . . . . . 15'
l. The Questionnaire Phase
2. Description of The Sample
3. Analysis of Data
4. Examination of Facet
III. SUMIMRY, CONCLUSIONS, AND RECOIa/II:'EI\JDATIOI . . . . . . . 56
1. Summary
2. Conclusions
3. Recommendations
BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . .61

APPENDIX Questionnaire. . . . . . . . . . . . . . . .64

Table

I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.

XIII.

XIV.

LIST OF TABLES

Description of Sample, by Year in College. . . . . .

Description of Sample, by Age. . . . . . . . . . . .

The Expected Level of Teaching Situation . . . . . .

Father's Education Level. . . . . . . . . . . . . . .
Mother's Education Level. . . . . . . . . . . . . . .
Classification of Father's Occupation . . . . . . . .
Family Income . . . . . . . . . . . . . . . . . . . .
Time of The First Thinking of Teaching as a Career. .
Time of Decision to become a Teacher. . . . . . . . .
Basis of Decision to become a Teacher . . . . . . . .
The Expected Length of Staying in Teaching. . . . . .
Percentage Distribution in Each Sex Group, Based upon
The Evaluation of the Teaching Occupational Values

and Its Influence upon The Motivation for Becoming a
Teacher . .

O O C O O O O O O O O O C O O O O O O O 0

Correlation Coefficients between The Evaluation of
The Teaching OCCUpational Values and Its Influence
Upon The Motivation for Becoming a Teacher. . . . . .

Intercorrelation among Twenty-six Pairs of Questions
about The Evaluation of The Teaching Occupational
Values and Its Influence upon The Motivation for
Becoming a Teacher. . . . . . . . . . . . . . . . . .

iv

Page

39

44

--'- “--"‘V

,. -., ~.—o

'oO‘oa-v‘ 9"

CHAPTER I
THE PROBLEM '

1. Igtroduction $3 the Problem

It has been recognized that many promising students do not
enroll in Colleges of Education, and that many students in educa-

tion do not expect to become permanent teachers. tudents select

'a particular major field and/or change to another because of their

evaluations of occupational values.| In a society where a person's
occupation exerts a pervasive influence on his life, one‘s occupa-
tional choice is one of the most important decisions.

On the other hand, there is no doubt that good education
comes from good teachers. In order to get good teachers, we must

have more precise information about the many meanings associated

-with teachers' situations. The study of motivation for entering

teaching is not only a part of sociological and psychological
studies, but is also important for the effective recruitment, edu-
cation, and assignment of teachers.

In this study, it is the basic assumption that the n";;-
vation for choosing the particular occupation is bases on the eel-
ance between the individual self concept of his needs and his
evaluation of the OCCUpational values. ion are the occupational
values of teaching evaluated today? Which value of the teaching

profession strongly influences the activation for becoming a
teacher?

2. Definition 2£_Terms

 

The basic assumption in this study is that the motivation

-_ ..-- .._._. s-..r- .. a

2
for choosing a particular OCCUpation is the resultant force made
by two vectors: the individual self concepts of one's ggggs and
one's evaluation of the occupational values. The terms, EOTIVATIOM,
SELF CONCEPT, NEED and OCCUPATIONAL VALUE should be defined.
MOTIVATION: The variables initiating and continuing behavior.
Human motivation influences one's behavior not only through initia-
tion, but also through determining its direction, strength, and per-
severance.

SELF CONCEPT: The way in which one perceives oneself. Also it has ;

 

strength and direction.

gggyz The thing, activity, or condition (internal or external) that
is lacking. It has strength and direction.

OCCUPATIONAL VALUE: Any observable characteristics which each occu-
pation has and which are recognized and evaluated by the individual

and society.
3. Purposes 3f The Study

The study has been undertaken in an effort to discover what
are strength or weakness of the previous studies concerning the
motivations for choosing teaching as a career. The purposes of the
present study are as follows:

1. To make the appropriate instrument, by applying Guttman‘s
Theory of Facet Analysis.

2. To examine the facet analysis made in this study.

3. To analyse the motivations of a selected sample of pro-
Spective teachers.

4. To compare the motivating factors identified in this

study with those in previous studies.

- ~_ ‘ —....- “curt-III.-.

4 he» _’—v-———-—— _

“.5. -‘rw vfi‘b' _ _

4. Limitations 3f; The Study

No study using the same instruments or technique as this
one has been reported. This study is designed to test the writer's

facet analysis and assumption regarding motivation, and to explore

fl

the construction of better instruments ror measuring motivations

for choosing the teaching professl a. It therefore is only in-
tended as a step in the dOVOISanLC of more comprehensive analysis
of the motivation for choosing a career and methods for measuring

it. The study is limited to ti srospcctive teachers currently

0

enrolled at Hichigan State Universrty, and may not be applicable

to other pepulations.

so 1923 when David Newmar: made the first at w.y of the

ves for entering teachinr man; inugip,;ators have “:ied to

H-

mot
determine motives or reasons thy people seLCCt teaching as a

car or. Some of them will be discussed herein. Primary attention
is paid to the methodology of each study, rather than the results
c' the study.

David Newmark1 questioned 113 male and 553 female students
about their reasons for entering the Philadelphia Nor :1 School in
1923. A total of 972 2 .sons were given, 463 of which were class-
ified under the category ~3anted to teach." It is interesting to

note that Newmark concluded that the motives leading women to

 

1David Newmark, "An Analysis of the Student Body of
the Philadelphia Normal School, “Educational Administration and
Supervision, Vol. 11, 1925, 399-416.

n—o--' ”‘5'.-- .v-W

i“... a w-‘u. “

v...‘

-cv‘“ F

 

 

teach are more lofty than those inf in sensing

:1

1'01“}

O

A. Scott Lee2 distributed cuesti onnaires to 826 students
at the Jamaica Training School for Teachers, few York, in 19
In the questionnaire, a check list of 25 statements which might
explain reasons for choosing teachinr as a pro Me sion were included.
Students were asked to indicrt; t}; stztgnents which reoresented
"the strongest or «restart influence that led you to select teach-
ing as a career," ”the second (rezisst influence,“ znd ”the thi"d
greatest influence.” In this :iuC~, such st:tomogts :o ”Teaching
is a stepping stone to more desirCLLe pes it '-ons“ one vfiv mother
desired me to become a teacher," wI.i h are no ih.ic:tive of any
real professional interest, were ranked Iigh. In addition to the

'_ .2... .._‘7 ,- 2 3,..- --,.. ',.,...
...0 Lime um. ~-“C.s$.;.\. . .L‘ be sponge

rt

check list, the 12 question: Lou

\ . H“ J- ‘, — ~. au‘ .'. 'x s .'. -‘ 3. c: . - o-n ., -. '.| .a . l. | I . - ‘r\ p, as. r: 1‘ Jr! 4‘ 9"- .
a tCuChb_, LNG suL Jccts sLUuiou in training sense s anc.ocnei Lopics

we: ask -. Lee used a check list questionna re for the first time
in this srudy field.
1929, E. V. Hollis3 reperLe ed the reasons for choosing
t,,ohing as a career given by about duo freshmen at éta to Teachers
" .0-'.~1 '1' .v..".' .fi
w.eye, mOECHCub, “entucky. Zhe mos b rrequentiy men tioned reasons,

in rank order of frequency and as clcssified by tne researcher into

two categories, "Ought" and "Desire," are as follows:

 

n;- i"ht Dork? ton
.,_”J
1. ike to be with children. 1. Teaching provides the best

immediate financial returns.

0.64

I
2. I esire to serve humanity

 

2A. Sc fit Lee, "Motives of High School Graduates for Enter-
ing the Profe's ion of Teaching," School Review, Vol. 36, 1928,
0‘24 .

3E. V. Hollis, fl"’h They Teach," Educational Administration

and Supervision, Vol. 15, +925, 678-684.

~ < -.-¢ 5... u.‘ ,

._ -.-..—._, _, _ _

»a—o w-~m‘._— _‘-_ u... . ..4_ » mo a -

‘_.,. »~—.-r-' “M's. 5

.. 0-“. "a. ”has-—

' -—w- -w... -‘o

mu — ~_

.q~...r—. --....-

‘.~-.A

. "W W'

..--.n-._.*—.. - ..A

—— »..’ ...

3.

5.
6.
7.
8.

The above data are similar to Kr. Lee's cata.
evaluation of these reasons,
"good" reasons for going into teaci

"real" reasons.

Ought

Teaching provides social and
cultural advantages.

1y parents want me to teach.

It permits the fullest uses of
my powers of mind and soul.

I am happy and contented in the
school-room.

I am so situated that I can
prepare to be a good teacher.
It satisfies more of the yearn-
ings of the human spirit than
most vocations.

2.

3.
4.
5.
6.
7.

8.

9.
10.

5

Desire

 

It is stepping stone to a
more desirable vocation.
Teaching has short hours.
It is interesting work.
The entrance standards are
low.

It is clean work.

It is easy we k.

I like to be in a position
of authority.

It provides necessary temp-
orary financial aid.
Teaching does not have the
monotony of most work.

fiailis avoided any

“scaugc ‘50 C.L:&C'Q\._C.‘.\JL. .H‘AULSOI‘ merely

nine were listed rather than the

J

He concluded that "It is not wise to work with

teachers college freshmen on the basis that their vocational choice

of chance than

check list of mQtiVQS inclucvng many items compiled Ira;

sf reasoned choice.

Earth, the years 1932 and 1933, George user.

has made.....vgpparently_their being in teaching is ns3a a matter

rs ‘1 ,'i t‘.‘

3;,mitted a

.R

previous

studies to student teachers with instructions to check three items

in order of the strength of influence. The data indicated that

the motives of men and women do not differ to any great extent.

" I

"Interest in a subject,“ "interest in children of secondary-school

age" (The greatest disparity between sexes was seen in this case.),

reasons.

land "The necessity of earning a liV1ng

immediately," were major

Information was also obtained from a question on the age

4George Gould, "Motives for Entering the Teaching Pro-
fession,” Elementary School Jeurnn1,.Vol. 35, 1934, 95-102.

"L” “'0 MG!—

- “‘,..-¢- ~¢—

1—"

-au-‘Nf'm‘. ‘- “—-

- y—I‘W'r‘. ,

- ~—-—‘p~ - m-.-~a—-v- -.‘_ --.-.\ Wwv-v- -

. Fan—-.-_ ._,__ .__ ,

_-" -.—~——-—-—

-_-_—.._ . .

."—."

at which the decision to prepare for teaching was made, and the
question "If you were financially indopnndont and could choose
any OCCUpation or profession that you might desi irc would you have
selected teaching? If the respondent answered 'Ho' to the preced-

ing question, what other profession or occnpation souls you have

selected?" The researcher found the: the were: nzfe their cecisions
to enter teaching earlier than aid :32 non: for L?9 :3; students g

the median age was 18 years, whiLe the median for th: '7733 was
15 years. In comparison with 113's data in 1926 on ;hs ‘vsrate ' f
age, Gould's subjects in both sexes goo;'~$ to become a tsscner
about three years later than Lee's. 733:9 hundred and :i:: of the
450 rGSpondents incicated that rxey would hav: selected :,scn;ng
even if they had been financially able to prepare 5 r some other
professions.

In in land, U. B. Tudh0p05 submitted a list of 17 motives,
which was compiled after preli:.inary discussions with groups of
students about possible motives which had influences their choice
of the teaching profesSion, to 643 students in treinine at a two-
year Teachers' Training College in 1944. He asked them to select
motives and 33:2 lst, 2nd, 3rd, etc., in the order of the importw
ance of their influence. Although there was the difference of t;e
rank order ¢y sex, "Interest in special subject," "Fondncss for
chil r en, " "Scour; job," and "Fondne as for tone hing" were ran:ed
high It is in ” " stin ng that TudhOpe elm sir ’ie d 17 motives into
three categories; selfi sh otives, desirable motives, and incidental

5W. B. Tudhooe, "1otives
Profession,"‘firitish Journal of quC9
1944, 119-141.

to or the Choice of the Teaching
t1 op pal Psycholne y, Vol. 14,

Lm.‘ ~>.—_~v— — H *-- H“... . ~. m w- -

- K -—;‘ ”v-.—v-_

“u..- ——-.‘- -—-

--.-

3 n...“ -1.--“-

7
motives. ‘Also he thought that an understanding of these motives

could be applied in two distinct ways. First by enabling the more
worthy motives to exert their influence in a much wider sphere, and

f 'v

second, by attempting to ensure that tnc loss worthy motive (35 did
not burden the profession with unsaiosble :cnbcrs.11e also as 'cod
students to state (a) the ace at which tncy girst formed the wish
to become a teacher and (b) th; age at which they dccljci to become
a teacher. The male studcnts 3;ncr-1ly bots forms- the .ish and
made the decision to enter teccsin’ late: pdan the women; more
than a half of the f male spec gts formed the wish to become a
teacher at 12 years old and below.

Rober' W. Richey and .'illia:a H. 1"
at Indiana University in 1943. Lhcy ashes students to l1ct :13

most desirable and undes 1r abl

1.)
t 3
O
C)
(-3-
C?
h
0
(D
O
k)
'U
C
Ci
H
r l-
0
U"
0
t)‘
O
o
.14
d-
O
C}
0
:3
HI
1')
of.)

as a vocation, and the “peci 1: reasons they favored teaching as

‘

a vocation, and why they do i'ea aislast toasting. Tte/ ca“pared
a group '3 or ' active teachers with non-prospective tecchers. The
list of CLLe dcc1rable features of teaching was as follows:

Securit,, pay, advanc; ant possibilities 2afi
Tcrkir3 c JnGitions, environ moat, hours 73
'3po1oun1.y for social service 16
stereo to Lozk wit‘ 3cung people 16
Pa rash Lal prestige and satisfaction 9
late: 52(115 ans eoi'v‘llo "o'l 8
Opportunity for social contacts 5
.1 c---1Loovs, unclacs-,1*" . 4

It is interc; inc that the response: l:y those 1:0 636 not plan to

teach v. 1 classifiable into about the some catc3c orio s (s 3crc the
desirat;- fcctures listed by those who planned to teach. he reasons

6:.oi‘ert 3.10”“; no 13.113321 32. For, "fnaryrfi, :13
ious Factors Associated with the Selection of Teaching as
tion,” :gllctin oL the School of quC“ti1g, Lo.3, 1948, Tn
Univer51ty.

a Vo oca
c;?i lan a

. ..-' ”a - m- e .-

- ‘* Ono-«3.. r

._ < 5... ”’L.-w. M‘- u. .Q‘ -.""na‘~—o

.—

w

-.- .-

0*... p.

. .-'.._ -M -

8
for choosing the teaching profession were listed by the prospective

teachers as follows:

Good salary 10%
Desire for working with ,oung poo lo 10
Social service Opportznity, "UlJcflCG possibilities 13
' Good vocational pro sti 3o, 9 :sa..al qub‘b.aCblUn 10
Stimulating working sensitisns and anvii onment :

Stca dy employment, ratirama a ;;cL:s
Opportunity for outeiaa nor; on; ::cr:ation
-Varicty of intercztihg and gleasant activities
Opportunities for self improvement, acvancement
Liking for the work

Social contacts

Athletic coaching opportunities

Need for teachers

Miscellanea s, unclassiiied

qmoaqqqqe

L!
C
C)
o:
0
:7“
F"
")
Q
.0
H
O
t 3
(L)
U)
0)
P'
O
:1

It is recoga.m ed that the reasons :ar choosinc

were almost the same as the desire

w". in“- a ,7 -2 :....:- ' .3 n .235, a:,.-.-.
lflm .o A. RianCSJ move an iHbGnSlVO UUUUY un cue r“-oulUn'

ships between teachers' motivations and their “sac ‘ing ciLiclcncy
in 194 . In this study, it was postulated that reasons criven for
choice teaching as a profession were at the level of Cattell's

o 9

surface traits. It was believed that through factor analysis,

”surface Lraits" interaction, collected through tests and question-
naire, could he reduced to tt £0 level of "source tra its." Surface

traits may be a combination of environment 'al and constitutional

O
H)

spects of personality, and may be approached by obserVution

bah vior and by testing. Source traits are deep, unaerl/ir g traits,

 

7Thomas A. Ringness, ”elationsulps ab u'aen Certain
Attitudes toward Teaching and Teaching Success," Jaiznnl of Exocri-

Qpntal Education, Vol. 21. 1952, l~55.

.- ~¢v ”aw

-. --

"'\-—

. -O‘ ‘M-w-w — -‘ ~ -—r*-". “fi-‘w -

muku. a. . c-

”-0--

-“m ~.'—...—-ub‘-v ‘v'

.0

‘ .— . ”‘L.->—

-- -w.

‘ ’“m‘

. a..- flfl‘ Pawn-- 4° -.

9
and may be approached by factor analysis of surface traits. The
13 reasons for choice of teaching as a career were selected care-

fully from previous studies. It is noted that these reasons are

based on the occupational values of teaching. The resulting factor
analysis provided no useful data. In the order of rank, the reasons

for choice obtained from the caircd~c3m3a ri.s or test are shown below.
The sex differences in the Valle sstc. of men and :tnen were noted.
Ringness also noted that during is study teachers' motivations

changed radically.

 

 

 

.. 'v—v M ....-_ . —. ~--

1. Opportunity to pursue favorite 0on0“: xfty to 99?“? society.

 

 

i.

(subjecr matter) interest. 2. Opporgts_Lu to pursue fav-
2. Ooport nitv to serve society. orite {suoject matter) in-
3. Variotj or activities, little terost.

monotvsy. 3. Environhant of interesting
4. Security against layoffs, job 4 co-vorkers.
, loo 4 4. Variety of actTyitics,
5. th1ronnent of interesting little monoLony.

co~xorxers. ' 5. Prestige a respect of pro-
6. resti<‘e & resoect of prolessio n. 7ession.
7. .lorr citracLl/e physical sur- 6. Securitv no: ‘st joh loss.

~ounc_ as. 7. Clean, a ttr;ch.ve physical
E. ops .znity for professianal ad- surroundinfs.

vencrnent. 8. Fi.nancial reward.
9. Short hours. fragment vac-tions. 90 3flOTt hours, frequent vaca-
10. Financial reward. . tions.
11. Face of getting necessary edu- 10. Opportunity for professional

cation. - advancement.
2. Ease of obtaining nosition. 11. Ease of getting necessary
13. Lack of physical strain. - education.

, ‘ 1?. Ease of obtaining position.

‘ 13. Lack of physical strain.

0
In 1953, Isobel Willcox and Hugo G. Poigel° asked 152 stu-

dents in a state teachers college in New York and in the education

"pa rtment of a university in New York City the question, "What

SIsobel Willcox and Hugo C. Beigel, "flotivations in the
Choice of Teaching, ”Journal of Teacher Education, Vol.4, 1953, 106-109.

.l,.‘-'
.--..—.""J

 

“a. fi..--—-—.~-~.

.c‘o-

A4 ..V 7...... “*7“-

~.—. -..-.-q—.—.‘ -v‘“ ——-— -

_L wp-a¢--'->.5\-..~Q—v—.—sw‘

4,4- .L.-L.-_—_. ._—.... ..

particular happening, experience, or occasion first
thought toward teaching?" Their conclusion was that "It could be
seen that teaching is chosen not merely Leca use of in'el

interest but, more frequently, on the basis of emotional needs,

.-59 e O ' '

and that the 'learned’ reasons --- inat is, tne reolieo wnich

’ . ‘ x p. ‘ ‘l.‘ ‘ V ‘ ~ t.” - ‘ f ‘c '3 ‘.;I"“t. -‘ “‘q :1 «s ' .7 a. fi\"(‘ \H‘J—nT 7
\ ale C \r)‘\-(ébr'\) \J‘L 1'.\-'-.A \J-OL. ‘\J\“—’“O-OII\.’ --v bddtogw—afi

0'“

students thin
work," "Desire to help LLL;..Ly‘) -~- snoule not 4. Learjted at
face value. At the some time, that motivations may hats desire
and undesirable OOL\ndellLl must be remembered." However, the
question remains as to ahe'hz; the “desiraele” or "worthy“ or
"good" motivations can be determined.

In lLLB, Clarence r'elstra 9 aoninlLLeLLL o CLLLLLO. sire
to 230 SCJJCHtS at University of California, Loo ancelcs, to dis-

1; o oortunities

' ~ .. .1. ' I . ', . _. —. t “A -\.‘LA T “L"

COVOI‘ 5.;le 'tO analyze SLLLnuuuo‘ Of)-:.i0n5 CO..‘.xL-........u
’ ’ » .n — .— -Ln x -..- : ~ .. -1: a . ,J' 3*, .

they believed L» LnlLL one Lo he imoo LanL in LLLLnLng, anL ;L) fact-

,L~ :- ~~ ..-.. . 9.. ~.‘L-,.'L..L,L -- n .L._ .. .- ,L: - °
OTC .-un-..'~.il .L.;LLUUHLCL} 1.11014. \Jl.Jb.l.EJ.Lle¢'J 'LU UGUOLSQ u‘ bCC-bflC‘Jo .

unp.i is. was that the decision to become a teacher would be strongly

influench by beliefs concerning the ep3ortunities in the profession.
The 230 students were sked to rate the 14 staLzments “0” if they

believed the epp rtonity described did not ez<ist or was not LL all
important, and to rate it 310" if the y belie vc‘ the app rtunity

was great and was very inortant. For gradation of Opinion i

:3

between these extremes, they were asks” 0 use numbers from “i“

to "9". There seems to “e certain problems in this study. One

1

1L that the measure from 1 to 9 can he used great different degrees

 

9C1arence Fielstra, "Inf lucncinq the Decision to be-
come a Teacher," gotcnal of '“on‘ioo‘l Pete‘s" Vol. 48, 1%
659-667.

 

'r'

n- w m" ‘

me -

_-‘ *m-

a—-._~ 1*- -—--—-

.‘- m“. I?" ""

‘W‘w'w *c— ‘ ‘

on..." A ‘- -.—o~r~

. M w w-' ' .

Journal of? onrimnntal 3duc3 tiCn V31.°n
m... H.-

11
by the individual student. Another problem is that the question-
naire was not designed in accord with his basic assumption and
therefore the data did not indicate the degree of the influence
the beliefs had upon the decision. Than e two th- ings were comsletelv
separated, but attention should be fCid to his assumetion.

In 1958, Gerhard Legal: constrUCted a scale for use with
female ore-service or in-service teachers to she: in a cuant tifia ble
measure of overt motivation (that is, reasons verb Lized by sub-
jects). It was designed to indicate the relative social accept-
ability of the Stated reasons and to provide an index that could
be relate; to other variables, sues as measures of caveat motiva-
tion (tfs nersonality needs; teaching effectiveness, an; satisfaction

with tO'Cllnd) Thurstone's method of equal aooearine Lutervals

f5
lJ'J

was in -uvelooing the scale. He oresented 25 statements to the

SL. eons and asked them to check three reasons which were lea.

m

.n
(1*

 

‘

iniluential in their choice of teaching; three reasons which were

P“ t lh‘lfl“uclal' five reasons which they regarded as ssioct

MO’I-O- M

 

 

influential; nine reasons which they regarded as about halfi/E alf;
fiv reasons whic h they regarded as nuch. In 1960, using the

same instrument and the Edwards Personal Prefere ce Schedule, he
studied the differences between elemental v and se~rn~-~y school
teachers' motives for choosino the teachind orofossi 11. Two hyno—
theses were tested: (a) cl -: entarv teachers will or ohasize motives
relating to the motherinq ashects of teachinq, (h) secondary teach-

or will emohasize motives relating to the academic and intellectual

C)

A
lbGerhard Lang, "*n prer imental Scale to measure hotives
for Teachino." Jerseal.91.35511Lesiiimslflsseaese. Vol.51, 1958. 687-694-
and “Motives in selecting ”lementary and secondary School Teaching,“
1960, 101-104.

.« Fun—u..-

...‘.-"'—-—-—- ~—.

W‘s-run- a...-

. #1-”:—

- m .—-—- .__,..- - --..—.

‘.h".”

12

facets of teaching.

r- Qq 11 O I o
In 1909, 3. ma rc Jantz en published interestlng results
of a cornparative study of response to a check list in 1946, 1948

and 1956. The check list cons istcd of lo statcmvnts :egarding
factors which might have inflcenccs 3:11;

teachm 19 as a career. Stadeats 12:2 asked to chec“ etch of the

r y r v- A ~ 0" J ‘» -~ -- r. m J .y a -. “fl 1.!!- . Ac «L n
statements tnet mignt che 11C1u‘ucg1 1111 1” ouz_1 .101ce o1 teach-
(‘ . . .r: 4‘ -- -O. ‘q - ¢ ' .” u . a" ‘ A ‘p_ . ‘ » » -‘ s .‘ fl..— ’ ‘ .~ .~ rs ." c w .
ing. OlgnlicLUQ-‘rob CA. 1.9:: .L.‘ ‘J-AK: .Lk’I-IJSt‘l-Jw-r ~.é ~‘/V‘J I ~- . 0- Us 134-10338:
‘_‘l ,__."_.‘ A . .L‘ 'I . C-. W .. w a .‘-Q a‘ q .‘u'
for women, cuu-n1uL cue Ll1u 1on9 oppor cUfiiC y 1uC_u mad UJG 9058'

-— v-«n . 3n! -'- - «- r~ rs -‘ .- - ”A J—‘~ a». , . a
ible so; Lee 11 mankind; for coin 1-” ans LDMUR, tne Uncausissum

P, N __ ..- .. A- w ' ‘ _._ ‘ a «1-, fi _ ‘__ v‘ .1 v-‘r- , .._ -. ‘ .9. ”4‘.
Of a Ibwuur Leacner; ane for men, 9 ceabucfi ldLLrumChc UchUm.

Wom:n rare their choice co become teachers at an earlier age than
the men. More than hal W( n‘r c.1t) of the L“ROH in l€55 sandy
" ‘ -«>"‘ '.E '7-‘r r1 :r~'c 1; P 1 o 1_ r v ;~:?’ “Pr. v)‘.l" "1‘
nth- 1.61.1-3}. LAllJ C4\-C.LQ-LUI] filb .1. We) 0 IbchU V‘J—n'--b\-’ 3/11.]. g. 05$ [

Q Q I! L ‘ ..45. ’ f‘ y- ... ~ - : _‘ 2 q q
C} :OL1ca CI LEG MC“ \44 p0; CCht) 1nU1catec CC-ug 50.
q- 1 ‘ 5‘ 0‘ 7. ' ‘ v “ 1 _ 12 ' ~. 9 u. o »? . u“ f .“ r .' . - ..-. A ‘- c. u“ A .‘o A
1n 1‘JUJ, maymonu D. 1'0}. c.u1.;1H.L.$'LG1 CL. :1 CUBS 0112.4.11..L1 9 cu
'1 ' 3'" I. .- ,« -. -. -. .' . . 1‘ 01““ .- .P . v2 . ' 'P A
1.s ores)- 11ue teachc1s at No: m. 1r z1llin01s Universiti. xne

questionng1xo consisted of the 25 most frequently mentioned rectors
which prospective teachers listed in their auteb1og isohies as im-
portant in1 1:1uencing them ;1 th:.: selection of teaching as a F

.13, .. - r... 1 - ° 1: .. an- A.
ch; (‘03:. 1111.. JCSPOHUGBLS \VClk' USHCO 1.0 lrIQ$CClte Lug} “C."

. . h I .- . \ ‘ -- ‘ ' N ' ~ '" A : 9- '\ A 'N '. "- ‘-' 1. i A!" 1‘ \
wh1cn eacn ;; tne IaCtors influenced Cn0e51ng Leucn113. He uuuuU

('9

‘. .. — - '- ~ ' : ’ “1““ ‘ -\ . - f1 '\\"" ‘ v "x - F “A : c-‘s I\“h’
that the LMO facxors wn1cn cue 1esoonocucs r1oo1ted on 1n11ccuc1ng

-____

113. Marc Jantzen, "An Opinion.

 

sire on Vr° College 8 u-
dfints Che 0050 to Teach, " Journal of IZduc .at1onsi ”01:7”35. Vol. 53.
1,59, 13- J!

’3 .
1“Ra1ymond R. Fox, "Factors Influenc1ng the areer Choice

of Prospective 'Leachers," Journal of T1zc1er fijuc:t ir>a Vol. 12,
1(1):)1' 42””!!32.

-‘1 -—q. h“"'”" -1... W. n.

' ‘-.M P‘m“ -

-o .- 0‘ “vc-m “Mr

them most were very altruistic ones: the desire to work with
children or adolescents and the oesire to impart knofl;m 9e. A

majority of the respondents indicated that they were influence‘1

to some degree by such practical factors a. (l) the Opportunity

to continue their own education; 2) the opportunity to leave the

teaching profess ion and retu1n {O is later; (3) the desire for

securit'; and (I) the c.3ca1ctively short school day, loig summer
vacation, and many other vacatiyns. The male students were in-

fluenceds gnifi czntly mo re than the female stoic: 3 my {1) tneir ;
liking for a particular subject; (2) the trend ti. :5 13C79671fig. g
salaries of tencncrs; (3) Lno .uSUiLS of vocational 1nterrst in- ‘
ventories; (5) t3; c;.orLunlL/ Lo use teaching as n stepping~

stone to Panther c r202. $130, in their survey,_82 percent of th

‘ :. 7- ...V . , . .. ,1' . 7- : .1
women 53".,L1'Lalflt'3 Ur‘CldCd 90 JJCUUAJJ‘ d L‘ddvllel‘ US$31.53 CFCL'." -.7'_, (36.13.06,

while 61 per cent of the men students did so after entering cullege. ;

smination of the previous studies in the field reveals:
1. StuoiLs have been conducted with three kinds of suojects:
high school_stuoents, college students and ex erienced teachers.

2. Wzny invevLieLtorc have elicited the ”tsp-ef-the-heed"

(f 9
1

reasons or cnoesing a teaching profession. They esked the im-
portance or strength of the reasons and influences when notivcs to

become a teacher, that is, tie; skod only the decree or intensitr,

”m.“

 

.. Interview, check-list ouestionnaire, and essay-type ques-
tionne1r e have been the most prominent devicLs used.

4. Many motivations which each investloeter listed may be

1m

rehl

«D

categorized or evaluated as "desirable or rndcs ," "good" or

‘Q‘.’ ‘ho—a

.— Q-g—I-p -.--—v.-.—- *-

“a." M’ v- "- 'cvn-n—I—c-w ~

-.‘ .’-..-.-.-~

- .n'wln. - - nv-WA

_ 4 —-—-—' "wu'--‘—<

,. 4,A‘_,‘__.

l4
"worthy" or "leoxned" motivations. But there is a question whether

or not such categorization or evalua tien is “eliasle. t should

be noted that Ringnoss trio J to o’tegerize by factor enelysis.
5. As Ringness found the persons' motives ten” to change

‘ 1

from year to year. A dimension of time must be eased to the ore-
blem of motivation. Also the changes sf socio-economic situations
in society and the situations o: tug teseniag wréiecfilQfl must ee
considered.
6. A large orooortion of tyz -m{‘f; ens enterino th= teachine
I l . .1 J
c

. v- . I“ 4" ' .‘ “"‘ ~.i- ' ' ’1 , “ ’.‘. -- ‘5‘? 1': ‘ I 02-1\
prOI @5510“ SOGMS to u} 33 L-LuUub CiJn: CCJCUpolUDS U; L“: Lucy

F ‘ ’fi 7' 1". \ 3 Vq-Q r n‘ '5 -~ -\ (‘ .‘ V" .
have so cnosen oi eiso for seemingl/ iiielevdnt ieusens. soc it

\
w
Q .v!-‘ .’ , - o’c - ‘. . ’4‘. IO, ,- oq - o'— -‘| s n.‘ ‘I »\ bl. ,- r-‘ o‘- « _I. A
is UOt clear “ACLHOT Of n0t this chUidl QCSUlb ~u -3Lbbuv cu tom-
“ 'Q ‘u.. o‘ .‘ 5" . C u... J. A _‘-. _ t .‘J- ‘ _c "N .. -. _.._ . .. . - .. x N r .'.Q ."
plete {Ilea314~‘;olcenbs. In LOG». "[]e :-’£o~}ltl£] U3 ‘I‘U‘L|\JH\:‘J4-Unt looLbO-aot

o
9
o‘
w
0
>4
0

this t pe of study is
7. The reasons which were listed in all stueies are oe-
finitely role :5 to t.1e occupa tionol values of teaching.

0--

8. .3: reasons some people enter

ences between too *inds of peoole are desend
on the \ifferent degree of the ir eveleetions of tne occvpationa;
val: s of teaching and their sods or self conceots.

9. Another problem '
of terms, sec}: as motivation and motives. It could be said that

- r

all stodles railed to make cie

C.)
H
('1
O
V)
P:
:3
P.
r:-
fix:
0
:3
(D
0
ha
c:-
(D
H
v-1
1)
(.0
5
:d
H.
O
s.

USGdo

CHAPTER II
HOW THE STUDY WAS CONDUCTED

"The prOposed theory is structural in two different re-
Spects: its content and its statistical form. We first present
a semantic framework within which to view the subuniverses, in
terms of a facet design. 1:rom this is predicted a certain star
tistical structure for the matrix of correlation coefficients.
The empirical data are then examined to see whether or not they
reveal the statistical structure predicted from the semantic
e."13

structur

l. The Questionnaire Phase

 

From previous studies in the United States, England, and
Japan, about 200 statements concerning reasons for choosing teach-
ing as a career were gathered. Examination of these statements re-
vealed that they could be separated into two categories; one cate-
gory included statements of the values associated with the teach-
ing profession and the second category was composed of statements
involving persons or things that influenced or motivated persons
to choose the teaching profession. Following the assumption stated
earlier, the statements about OCCUpational values of teaching were
examined. It was found that some statements indicated the economic
or social rewards offered by teaching, others indicated the intell-
ectual or ethical demands required by the teaching profession.

Moreover, these rewards or demands were provided the persons in

 

13Guttman, L., "A Structual Theory for Intergroup Beliefs
and Action," american Sociological Review, Vol. 24, 1959, p. 318.

15

16

the on-job or the post-job situations. As a result, the statements

differ among themselves concerning three facets; A. rewards or de-

 

mands, B. From which asgect of teaching rewards or demands are
offered, and C. When rewards or demands are offered. The first
task was to ascertain the facets which determine those differences.
Each statement concerning the reasons for choosing the teaching
profession can be indicated by three elements, one from each facet.

Thus, the elements of each of three facets were set up as
follows:

A. Demands and Rewards.

B. Physical, Economic, Social, Interpersonal, Intellectual

and Ethical conditions.

C. Pre-job, On-job, and Post-job.

The terms used in the facet analysis must be defined here.

1. Two elements of the facet A, Demands and Rewards, can
be expressed as Requirements and Satisfactions when they are con-
sidered in terms of a relation between a person and an OCCUpation.
Requirements are defined as something demanded of a person by an

occupation. Satisfaction is defined as something offered by an

 

occupation to a person. The facet A was named Job-Person Inter-
action.

2. The facet B was named Asoects of Job. Its element,

 

Physical Condition is defined as the sc0pe of an occupation, such
as the number of positions, the time, place, and quantity of work.
Economic Condition is defined as conditions related to salary, re-
tirement system, andall that involves a person's financial situa-
tions. Social Condition is defined as conditions of the relation-

ships between the occupation and society or other occupations.

l7
Interpersonal Condition is defined as conditions of human inter-

actions in the occupational situations. Intellectual Condition is

 

defined as conditions in regard to the mental activity to carry

out the job. Ethical Condition is defined as conditions in regard

 

to moral duties and conducts to carry out the job.

3. The facet C was named Time. The element, Pre-Job is
defined as while preparing for the job. On-Job is defined as
while working in the job. Post-job is defined as after retiring
or resigning from the job.

It is helpful to list facets and their elements in tabular

form in the following table:

 

A = Job-Person Interaction B = Aspects of Job C = Time
a1 = Requirements bl : Physical Condition cl = Pre-Job
a2 = Satisfactions b2 = Economic Condition c2 = On-Job
b3 = Social Condition c3 = Post-Job
b = Interpersonal "
b5 = Intellectual "
b6 = Ethical Condition

 

The capital letters A, E, and C indicate the three facets, while
the correSponding small letters with subscripts denote the elements
of the reSpective facets.

The three facets yield 36 ( 2 x 6 x 3 ) possible combina-
tions of three elements, one element from each facet. That is, the
Cartesian product of the three facets, which may be denoted by ABC,
is a set of 36 profiles, each profile having three components.

Each profile defines a different subuniverse. The Cartesian pro-

 

 

 

 

 

 

 

 

duct can be tabulated as follows: 18
Pre-Job On-Job Post-Job
Recuirements a b c a b c (a b c )
Physical i l l l l l 2 l l 3
Satisfactions a2blcl a2blc2 a2blc3
Requirements a b c a b c (a b c )
Economic l 2 1 1 2 2 l 2 3
Satisfactions a2b2c1 a2b2c2 a2b2c3
Requirements a b c a b c (a b c )
Social 1 3 l l 3 2 l 3 3
Satisfactions a2b3cl a2b3c2 a2b3c3
Requirements a1b4cl alb4c2 (a1b4c3)
Interpersonal
Satisfactions a2b4c1 a2b4c2 a2b4c3
Requirements a b c a b c (a b c )
Intellectual l 5 l l 5 2 l 5 3
Satisfactions a2b5cl a2b5c2 a2b5c3
Requirements alb6°l alb6C2 (alb6c3)
Ethical
Satisfactions a2b6c1 32b6°2 a2b6c3
Each of 36 profiles defines a different subuniverse. But it must

be noted that the six profiles, albl°3 , alb2C3 , alb3c3 , ........
alb6c3 , do not exist, because there is nothing required by the
occupation of persons who have left the occupation. In other words,
the combination, alc3, is a contradictory combination. As a result,
30 profiles can define a real subuniverse.

The feature revealed by the tabulation of the Cartesian
product is that the profile forms a scale, but not a perfect scale.

In this semantic structure, the rank order al< a2 , or Requirement<

Satisfaction can be assumed. This order can be suggested that

 

I.

19

"Requirements" is weaker than "Satisfactions" in terms of inten-
sifying the motivations for choosing an occupation. But, it
should be noted that "Requirements"<{"Satisfactions" can not be
applied to the evaluation of the occupational values. In other
words, this semantic ordering is for the statistical prediction
of the test on the motivation, not for the prediction of the test
on the evaluation of the occupational values.

Then, we can say that alblcl< a2blcl’ or alb2c2<a2b2c2
and so on. But, we cannot compare alblcl with a2b3cl, because

the elements, be

1 and Cj' do not have rank order. This semantic

order will be examined by the empirical research, and mentioned
after in detail.

Now, in this study only 15 profiles from the above men-
tioned Cartesian product were defined, by examining and develop-
ing the items which were listed in the previous studies concern-
ing reasons for choosing the teaching profession. The 15 profiles
were as follows: alblcl’ alblc2, a2blc2, alb2cl, a2b2c3, a2b2c2,
alb3c2, a2b3cl, a2b3c2, alb4c2, a2b4c2, alb5cl, a2b5c2, albéc2'
a2blc2. That is, the following 26 subuniverses in the semantic
structure concerning reasons for choosing the teaching profession

were arranged in the semantic order:

 

l. alblcl It is easy to find a position in the teaching profession.

2. alblc2 In general, teaching does not require much physical strain.

3. a2b1c2 There is an attractive environment in a school.

4. aoblc2 There are long vacations and many holiday times.

5. aleCl Training for teaching does not require very much money.
6. a2b9c3 The teaching profession has a good retirement system.
7. a2b2c2 There is a good provision for sick leave.

2O
8. a2b2c2 There is security against job loss.

9. a0b2c2 The teaching profession provides a relatively good salary.

lO. a1b3c2 Teachers are expected to participate in the community
functions.

11. a2b3cl Teaching training provides an Opportunity for contact
with and entrance into other occupations.

12. a b c Teaching eXperience provides an Opportunity for the occu-
pat1ona1 advancement or entrance into other occupations.

13. a2b3c2 The teaching profession has relatively high prestige

14. alb4c2 In the teaching profession there is less competition
than in other professions. -

l5. a2b4c2 Teachers can enjoy friendship with younger generations.
16. a2b4c2 Teachers can enjoy fellowship with interesting co-workers.

17. a2b4c2 The teaching profession offers the satisfaction of being
self-directive.

18. alb5cl The educational requirements for entering the teaching
profession is easy.

19. a b c The intellectual demands of the teaching profession are
l 5 2 not high.

20. alb5c2 Teachers are required to engage in a variety of activitiesw

2b502 Teachers have an Opportunity to pursue their interest in
a favorite subject.

22. a2bRco Teaching provides an Opportunity for self-expression and
V “ utilizatiOn of capabilities.

2b5c2 Teachers are able to improve themselves academically.

24. alb6c2 Teachers are required to behave according to a code of
ethics.

25. a b6c2 Teacher can get satisfaction from the development and
improvement of their students.

26. a b c Teaching is one of the highest kinds of human endeavor.

Again, in this semantic ordering the elements, bi and Cj’

were not ranked. moreover, almost all items were composed with 07,

21

and only one item contains c so that the facet C, Time, may be

39
disregarded. That is, this Cartesian product may be denoted by
AB. Then, the rank order, albi<:a2bi ( i = 1,2,3,4,5, and 6), can
be suggested.

According to the assumption that the motivation for choosing
a particular occupation is based on a balance between the individual
needs or self-concepts and his evaluation of the occupational values,

the following original form of a question about the occupational

values of teaching can be made:

a1 Requirements
How do you estimate the ?}cfi'the teaching profession with
a2 Satisfactions
D _ .
cl .re bl Phy51cal
respect to 02 On- Job b2 Economic Condition?
c3 Post- b3 Social

b4 Interpersonal

b5 Intellectual

b6 Eth1ca1

Also, the following original form of a question about the motiva-

tion for becoming a teacher can be made:

a1 Requirements
How does the{: )'of the teaching profession with reSpect

a Satisfactions

 

2
c1 Pre- bl Phys1ca1
to C On- 30b b Economic Condition affect your desire to
2 2 .
become a teacher?
c Post- b Social
3 3
b4 Interpersonal
b Intellectual
5
b Ethical ,6

0“

22
By the assumption stated above, these two original questions must
be paired. In the empirical research, the first question above
was always arranged with four multiple choice answers, which were
made into dichotomy. Then they were pre-coded from high to low,
or favorable to unfavorable, according to the content of each item.
For example, item No. l talks about the ease of finding a position
in the teaching profession, therefore, four answers were coded as
(4) for Very easy; (3) for Rather easy; (2) Not so easy; and
(1) Very hard. The second question above was arranged with five
multiple choice answers, which were coded from high to low inten-

sity; (5) Very positively; (4) Somewhat positively; (3) NO effect;

 

(2) Somewhat negatively; (1) Very negatively.

According to the above mentioned 26 subuniverses, the
following 26 pairs of questions to prospective teachers were brought
to completion:

Item No. 1. Ease of Finding agposition

(1) In your estimation, how easy is it to find a position
in the teaching profession?

4. Very easy

3. Rather easy

2. Not so easy

1. Very hard

How does your evaluation in question (1) above affect
your desire to become a teacher? **
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively

 

**In the original questionnaire, each of 26 questions about the
evaluation of the teaching OCCUpational values was paired with
this question. However, for this report, this question is omitted
from this point on, in order to save space.

23
Item No. 2. Lack of Physical Strain

(2) 'In your estimation, how much physical strain is gen-
erally required by teaching?

4. Very little

3. Some

2. Much

1. Very much

 

Item No. 3. Attractiveness of School Environment

(3) In your estimation, how attractive is the environment
in the school?

4. Very attractive

3. Rather attractive

2. Not so attractive

1. Very unattractive

 

Item No. 4. Holiday Time of Teachers

(4) In your estimation, how much vacation and holiday time
do teachers have?

4. Very much

3 o MU Ch

2. Some

1. Very little

 

Item No. 5. Cost for Teacher Training

(5) In your estimation, how much money does training for
the teaching profession require?

4. Very little

3. Some

2. Much

1. Very much

 

ligm No. 6. Retirement System

(6) From what you know about it, how would you rate the
retirement system in the teaching profession?
4. Very satisfactory
3. Rather satisfactory
2. Not so satisfactory
1. Very unsatisfactory

 

Item No. 7. Provision for Sick Leave

(7)

 

From what you know about it, how would you rate the
provision for sick leave in the teaching profession?
4. Very satisfactory
3. Rather satisfactory
2. Not so satisfactory
1. Very unsatisfactory

Item NO. 8. Security of the Teaching_Profession

(8)

 

In your estimation, how much security against job
loss is there in the teaching profession?

4. Very much

3 o 1111) C h

2. Some

1. Very little

Item No. 9. Salary of Teachers

(9)

 

How would you rate teachers' salaries?
4. Very good
3. Rather good
2. Not so good
1. Very poor

Item No. 19. Teacher's Social Participation

(10)}

 

From what you know about it, to what extent are
teachers expected to participate in community
functions?

4. Very often

3. Often

2. Some

1 a Very little

Item No. 11. Opportunity for Transfering to Other Jobs

(11)

In your estimation, to what extent does teacher
training provide Opportunities for contact with
and entrance into other OCCUpations?

4. Good Opportunities

3. Fair Opportunities

2. Poor Opportunities

1. Very poor Opportunities

 

25

Item No. l2.w9ccupational Advancement of Teaching Profession

(12) In your estimation, to what extent does teaching
experience provide Opportunities for occupational
advancement or entrance into other occupations?

4. Good Opportunities

3. Fair Opportunities

2. Poor Opportunities

1. Very poor Opportunities

 

Item No. 13. Social Prestige of the Teaching Profession

(1

(.0

) In your judgment, to what extent is the teaching
profession reSpected by society?

4. Very highly

3. Rather highly

2. Not so highly

1. Very low

 

Item No. 14. Competition in the Teaching Profession

(l4) rHow would you rate competition in the teaching
profession, compared with other professions?

4. Very little competition
3. Some competition
2. Considerable competition
1. Very great competition

 

Item No. 15. Relationship between Students and Teachers

(15) How would you rate the relationships between teachers
and students?
4. Very friendly
. Rather friendly
. Not so friendly
. Very unfriendly

I--'|\)(»J

 

Item No. 16. Teachers as Co-workers

(16) In your estimation, how interesting are teachers as
co-workers?
4. Very interesting
3. Rather interesting
2. Not so interesting
1. Very dull

 

Item No. 17.

(17)

Itenl 1’0. 180

(18)

Item NO. 19.

(19)

Teachers' Self-directness

In your estimation, to what extent are teachers able
to be self-directive?

4. Very much

3. Kuch

2. Some

1. Very little

 

Ease of Teacher Training

In your estimation, how easy are the educational re-
quirements for entering the teaching profession?

4. Very easy

3. Rather easy

2. Not so easy

1. Very difficult

 

Intellectual Demands of Teaching

In your estimation, how would you rate the intellect-
ual demands of the teaching profession?

4. Very low demands

3. Rather low demands

2. Not so low demands

1. Very high demands

 

Item No. 2OIIVariety of Teachers' Activities

(20)

In your estimation, to what extent do teachers en-
gage in a variety of activities?
4. Very great variety
3. Much variety
2. Some variety

 

1. Very little variety

Item No. 2}. Opportunity to Pursue Teachers' Interest

(21)

 

In your estimation, to what extent do teachers have
Opportunities to pursue their interests in a favorite
subject?

4. Good Opportunities

3. Fair Opportunities

2. Poor Opportunities

1. Very poor Opportunities

Item No. 22.
(22)

Item No. 23.

27

Opportunity for Self-expression

In your estimation, to what extent does teaching
provide Opportunities for expression and utiliza-
tion of one's capabilities?
4. Good Opportunities
3. Fair Opportunities

 

2. Poor Opportunities
1. Very poor Opportunities

Academical Improvements of Teachers

 

(23)

Item N0. 24 o

(24)

In your estimation, to what extent are teachers in-
terested in their academic improvements?

4. Very much

3. Much

2. Some

 

1. Very little

Ethical Behaviors of Teachers

In your estimation, to what extent are teachers ex-
pected to behave according to a strict code of ethics?
4. Very much
3. Much
2. Some
1. Very little

 

Item No. 25. Improvements of Students

(25)

’In your estimation, to what degree are teachers able
to get satisfaction from the develOpment and improve-
ment of their students?

‘ 4. Very much
3. Much
2. Some

 

10 Very little

Item No. 26. Highest Human Endeavor of Teaching

(26)

 

Among all kinds of human endeavor, how would you
rank teaching?

4. Very high

3. Rather high

2. Not so high

1. Very low

Again, these questions were paired with the following
question:
How does your evaluation in question (#) affect your de-
sire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively
The questionnaire consisted of two parts: one part included
the 26 pairs of questions; another part was concerned with the
identification of the reSpondents, such as age, sex, year, father‘s
and mother‘s educational levels, father's OCOUpation, ahd family
income. In addition, the respondents were asked to give at what
level they expected to teach, when they decided to become a teacher,

the basis of the decision and the expected length of their stay in

teaching. Almost all questions were pre-coded.

2. Description 2i The Sample

 

The questionnaire was administered to 556 students taking

a course required for teacher preparation at Michigan State Univ-

rsity in January, 1963. The composition of the sample with re-

gard to several variables are shown by sex in Table I - XI.

1. §£§3 Of the 556 students in sample, 188 students (33.8 per cent)
were male and 368 students (66.2 per cent) were female. The
ratio was almost exactly 1 to 2. It must be noted that there

.are significant differences by sex in all items discussed below.

2. Year: Two hundred and forty students (43 per cent) of the sample

 

were sephomore, and 253 students (45.5 per cent) were junior.
Sophomores were predominantly female, while juniors had a large

prOportion of males.

29
TABLE I
DESCRIPTION OF SAMPLE, BY YEAR IN COLLEGE

 

 

Year Male Female Total
Freshman 1 ll 12
Sophomore 51 189 240
Junior 104 149 253
Senior 21 16 37
Graduate student 11 3 14
TOTAL 188 368 556

 

3. Age: About 70 per cent of the sample were 20 years old and under.
Median of age for the male students was 20.59; for the female

students, 19.65.
TABLE II

DESCRIPTION OF SAMPLE, BY AGE

 

 

Age Male Female Total
19 or under 22 162 184
20 68 150 218
21 48 32 80
22 15 12 27
23 10 3 13
24 8 O 8
25 or over 16 9 25
No answer 1 O 1

TOTAL 188 368 556

 

30

4. The expected level of teaching situation: About 60 per cent of

the sample expected to become a teacher of senior high school.

One hundred and forty Of the 150 students who expected to be-

come elementary school teachers were female.
TABLE III

THE EXPECTED LEVEL OE TEACHING SITUATION

 

 

Teaching level Male Female Total
Elementary school
(kindergarten - the 6th grade) 10 140 150
Junior high school
(the 7th grade - the 9th grade) 8 15 23
Senior high school .
(the 10th - the 12th grade) 146 178 324
Other 24 35 59
TOTAL 188 368 556

 

5. Parents‘ education level: The fathers of about 32 per cent of

the sample had completed high school, but had had no college and

those of about 20 per cent had only education below high school

level. Fathers of about 30 per cent had completed at least a

four-year college program.
TABLE IV

FATRER'S EDUCATION LEVEL

 

 

Education Level Male Female Total
Did not complete grade school 7 6 13
Completed grade school, but not 48 48 96

high school

TARLE IV

(cont.)

 

Education Level Male Female Total

 

Completed high school, but not

college 70 108 _ 178
Completed one, but less than
four years of college 26 68 94
Completed a four-year college
program 16 65 81
M.A., Ph.D. or a professional
degree 19 73 92
No answer 2 ' O 2

TOTAL 188 368 556

 

On the other hand, the mothers Of 42 per cent of the sample
had completed high school, but had had no college, and 21 per cent
had done less than four years of college training. Mothers of 23
per cent of the group had completed a four-year college or graduate

school program.
TABLE V

FOTHER'S EDUCATION EVEL

 

Education Level Male Female Total

 

Did not complete grade school 2 2 4

Completed grade school, but not
high school 37 32 69

Completed high school, but not
college 84 152 236

Completed one, but less than
four years college 37 80 117

32
TABLE V

(cont.)

 

Education Level Male Female Total

 

Completed a four-year college

program 22 75 97
M.A., Ph.D. or a professional

degree 5 27 32
No answer 1 O 1
TOTAL 188 368 556

 

The correlation coefficient between father's and mother's
education levels for the sample was 0.518. The educational
backgrounds of the female students' parents are somewhat
higher than the male students' parents.

Father's OCOUpation: About 27 per cent of the fathers were

in the management occupations (managers, officials, and pro-
prietors); 20 per cent were professional men; 17 per cent were
skilled workers. The students were asked about not only the
category of father's occupation, but also what he does. Accord-
ing to Duncan's Socio-Economic Indexld, the score value was
given to father's occupation of each subject in this study.

The average score for father's occupations was 45; the average
score for fathers' occupations of the male students was 37,
while for the female student group, 49. By examining both

these average scores and classification of fathers' occupations,

 

14Albert J. Reiss, Jr., Occupations and Social Status,

 

The Free Press of Glencoe, Inc., 1961.

33
it is clear that the level of fathers' occupations of the fe-
male students are higher than that of the male students.

TABLE VI

CLASS I FICAT I OH OF FAT HER. ' S OCCUPAT ION

 

 

Occupation Male Female Total
Professional 8 Technical 22 88 110
Farmer & Farm Manager l4 15 29
Managers, Officials 8 Proprietors 44 106 150
Clerical 5 8 13
Sales 15 29 44
Skilled worker 33 59 92
Semi-skilled worker 25 18 43
Service worker - 7 '6 13
Unskilled worker 5 4 9
Retirement 8 Women's household 18 35 53
TOTAL 188 368 556

 

7. Family income: About 21 per cent of the sample checked their
parents' incomes in each of the ranges, $5,000 - $7,499 and
$10,000 - $14,999. Fifteen per cent checked the $7,500 - $9,999
range. The income of the female students' families seems to be
higher than that of the male students' families.

TABLE VII
FAL’EI LY I .‘IICOIV'IE

 

Income hale Female Total

 

Under $3,000 4 2 6

34

 

 

TABLE VII
(cont.)
Income Male Female Total
$3,000 - $4,999 14 9 23
$5,000 - $7,499 52 69 121
$7,500 - $9,999 40 47 87
$10,000 - $14,999 47 74 121
$15,000 - $19,999 13 46 59
$20,000 and over 7 35 42
I have no idea 11 86 97
TOTAL 188 368 556

 

8. Time of first thinking of teaching as a career: Forty-three
per cent of the male students thought they might want to be-
come a teacher only after entering college, contrasted with 26
per cent of the female students. About 34 per cent of the fe-
male students thought of becoming a teacher before completing
the 9th grade, while only 8 per cent of the male students had
done so by that time. In general, the female students thought
about teaching as a career earlier than did the male students.

TABLE VIII

TIME OF THE FIRST THINKING OF TEACHING AS A CAREER

 

Time Male Female Total

 

Before completing the 6th grade 4 7O 74

During the 7th to the 9th grade 12 55 67

35
TABLE VIII

 

 

(cont.)

Time Male Female -Total
During the 10th to the 12th grade 63 109 172
After high school graduation, but

before entering college 19 25 44
Since entering college 81 97 173
Other 9 12 21
TOTAL 188 368 556

 

9. Time of decision to become a teacher: Sixty-three per cent of
the male students and 43 per cent of the female students de-
cided to become a teacher after entering college. Again, the
female students' decisions were earlier than the male students'.
These data are similar to previous studies mentioned in Chapter

one.

 

 

TABLE IX
TIME OF DECISION TO aECOHE A TEACHER

Time Male Female Total
Before completing the 6th grade 0 8 8
During the 7th to the 9th grade 1 18 19
During the 10th to the 12th grade 19 93 112
After high school graduation, but

before entering college 8 43 51
Since entering college 119 158 277
Other 41 48 89

TOTAL 188 368 556

 

36

10. Basis of decision: Forty-eight per cent of the male students

reported that they decided to become a teacher mainly through

their own desires and judgments.

About 40 per cent of the fe-

male students gave the same reason.

On the other hand, 41

per cent of the female students decided based Upon their de-

sire and the advice or influence of others combined, as con-

trasted with 30 per cent of the male students.

TABLE X

BASIS OF DECISION TO BECOME A TEACHER

 

 

 

Basis Male Female Total
Mainly through my own desire

and judgment 90 145 235

My desire and other's advice

or influence combined 57 152 209

My desire and the result of

a vocational interest inventory 15 27 42

Mainly through the advice of

someone else 3 15 18

Mainly through the result of

a vocational interest inventory 8 4 12

Other 15 25 40

TOTAL 188 368 556

11. The expected length of staying in teaching: There is a great

 

difference between male and female students. Forty-three per
cent of the male students expected to stay in the teaching pro-
fession until retirement. More than half of the female students
expected to teach until they start their own families. Only

9 per cent of the female students expected to stay in the

37
teaching profession until retirement.
TABLE XI

THE EXPECTED LENGTH OF STAYING IN TEACHING

 

 

Period Male Female Total
Until marriage 0 19 19
Until I start my own family 1 192 193
Until I can get a better job 20 10 30

Until I save enough money to
enter a graduate or professional

school 24 9 33
Until no financial need to work ' 18 48 66
Until retirement 80 32 112
Other 45 58 103
TOTAL 188 368 556

 

3. Analysis of Data

 

The responses to each of the 26 pairs of questions con-
cerned with the evaluation of the occupational values of teach-
ing and its influence Upon the motivations for becoming a teacher
will be analyzed in this section.

Table 12 shows the percentage distribution in each sex
group, based upon the 556 prOSpective teachers' evaluations of the
occupational values of teaching and their influences upon the moti-
vations for becoming a teacher. The reSponses to each pair of
questions were analyzed by sex, because there is a great sex
difference on many points.

Striking features revealed by this table are as follows:

38

1. In general, almost all OCCUpational values of teach-
ing were evaluated rather highly, and as influencing motivations
somewhat positively. There is no value Of teaching which a great
number of the prospective teachers evaluated yery highly, and no
value of teaching which affected the desire to become a teacher
yety positively. The only values which approximately half of the
sample evaluated very highly were only "Satisfaction from the
develOpment and improvement of students" (item NO. 25), "Opportunity
for self-OXpression and utilization of capabilities" (item No. 22)
and "Opportunity to pursue teacher's interest in a favorite subject"
(item No. 21). Also, the value which influenced very positively
the motivations of more than half of the sample were only "Satis-
faction from the develOpment and improvement of students" (item NO.
25). In the female sample, in addition to the item No. 25, the
value, "Teaching is one of the highest kinds of human endeavor",
influenced their motivations very positively. As a result, it can
be said that the teaching profession is not a very highly attractive
OCOUpation to young people.

2. There were no significant differences by sex, concern-
ing the responses to items which contain the Intellectual factor, b5.

3. Items containing the factor, Requirements or al, show-
ed no significant sex differences for both reSponses.

4. With regard to items which contain the factors, bl’ b2,
b3 or Physical, Economic, and Social conditions, significant diff-
erences by sex were Often shown, for the responses to both questions.

5. In comparison with the previous studies, it is recogn-

ized that the evaluation of the occupational values of teaching may

39

fi-‘T‘ '1": ma '1“ -_- mm ~3- m 7“ '7"! ~ ,-_ n" c-.." "3 In 11 -\ (~- ~ 713/.“

r—AA—tb-4-TL£1U.L—J LIDL-1IAJJ.~IUAI JDI Likvd 141.111 LLOUP, 1):“) 31 UL.
mfr’? tin-1 T‘A 'v 7'1 m' ‘ "A v ”n ~r, rm x" '- T“ 0
1.1.4.; .14“. iLLUi‘LTI‘JiI Oi“ Iii Linc 1:1.‘U OCCDPILIIQ-T;LL ‘TJLLU-LJK)

Hr" no ' 7"“ fir v 1‘1 11'“ VA. Twat-n on ‘3 T)

Ii. db I‘LJ ITIA-‘I‘U .J- ‘KJ-_A DPJS: T-IA—i A .1' .L. J85. J21 L} " AL

EEC-31 IITIG . TEACHER

 

 

 

 

 

 

 

 

Evaluation of Occupational Influence upon Motivation \
Values \
Male% Female Male Female
No. 1 Very easy 12.2 17.1 Very positively 9.0 12.2
alblcl Rather easy 69.2 67.1 Somewhat positively 51.1 ”9.2
Not so easy 18.1 15.2 No effect 26.6 52.1
Ease of Finding
Very hard .5 .5 Somewhat negatively 11.2 5.7
Positions
Very negatively 2.1 .8
No. 2 Very little 8.0 4.9-*' Very positively 6.“ 6.0
alblcz Some 55.3 Mu.8 Somewhat positively 27.1 22.3
Much 28.7 141.6 No effect 52.1 58.7
Physical Strain
in Very much 7.5 8.7 Somewhat negatively 12.8 10.9
Teaching
No answer .5 0 Very negatively 1.1 2.2
No answer .5 0
No. 3 Very attractive 28.2 30.h Very positively 20.2 19.3
Rather
a b c attractive 61.2 52.3 Somewhat positively 53.7 50.3
2 1 2 Not so
attractive 9.6 15.8 No effect 18.6 18.5
Attractivcncss Very
of unattractive .5 .5 Somewhat negatively 6.9 10.9
School Environment
5 No answer .5 .3 cry negatively O .8
No answer .5 .3
No. 11 Very much 30.3 31.8“ cry positively 18.6 23.9 *
agbloz Much 37.2 #6.2 Somewhat positively #6.3 50.3
Some 30.9 18.2 No effect 26.6 22.0
Holiday Times
of Very little 1.6 3.8 Somewhat negatively 5.9 3.3
Teachers
Very negatively 2.7 .5
No. 5 Very little 2.7 3.0 cry positively 4.8 5.u
albzcl Some 13.3 17.1 Somewhat positively 18.1 12.8
(Much 65.5 59.2 0 effect 51.6 63.6
Cost for Teacher
Training Very much 18.1 20.7 Somewhat negatively 21.8 15.8
No answer .5 0 cry negatively 3.2 2.5
0 answer .5 0

 

 

 

 

 

 

 

 

TABLE XII

( continued )

4(3

 

 

   

 

 

   
  

 

 

 

         
     
  
  
 

 

 

    

 

 
 
  

 

   
  
  
 

Evaluation of Occupational Influence upon lotivation
Vggym
ale Female '3 Kale!i Female
Very *l- ‘
N0. 6 satisfactory 9.6 13.01Very positively 2.7 5.2
Rather g ‘
a bzc satisfactory 56.9 62.0 gSomewhat positively 32.5 23.9
2 3 lot so I
satisfactory 25.5 16.9 lo effect 39.4 55.4
Retirement Very :
TSystem of The unsatisfactory 4.3 .8 :Somewhat negatively 18.6 7.1
sec
Profession no answer 3.7 7.3 Very negatively 3.2 1.1
:lotummer 3.7 7.3
cry *5 g *
lo. 7 tfigtisfactory 15.4 21.2 Every positively 2.1 6.8
a r '
azbzc2 tsatisfactory 62.8 64.1 Somewhat positively 34.0 31.5
0 so
satisfactory 14.9 9.0 inc effect 47.9 51.1
Provision for Very
Sick Leave unsatisfactory 3.7 .8 somewhat negatively 11.2 5.2
4H0 answer 3.2 4.9 Very negatively 1.6 .5
No answer 3.2 4.9
I 8 Very much 35.1 40.2 .Very positively 22.9 21.5 H
De '
b nuch 33.0 30.7 Somewhat positively 41.0 45.7
a c '
2 2 2 Some 22.3 21.7 No effect 20.2 28.0
Security of The Very little 9.0 7.1 Somewhat negatively 12.8 4.1
Teaching .
Profession No answer .5 .3 'ery negatively 2.7 .5
;lo answer .5 .3
l 9 Very good .5 2.7” 'ery positively .5 5.7“
0.
Rather good 28.2 45.7 {somewhat positively 22.3 30.4
‘szcz Hot so good 463.3 47.0 No effect 26.1 36.1
Very poor 8.0 4.6 £Somewhat negatively J40.4 23.9
Salary of reache :
E'ery negatively 10.6 3.8
l 10 lVery often 17.0 20.4 Z'ery positively 11.2 9.2
o. ‘
Often 55.9 50.0 .Scmewhat positively 34.0 33.7
‘1”3‘32 Some 26.1 27.7 o effect 36.7 40.5
Very little 1.1 1.9 lSomewmt negatively 16.5 16.3
Teacher's Social
Perticipation 'ery negatively 1.6 .3
Good 38.8 29.6 * ery positively 19.7 12.2“
1'0. 11 Fair 48.4 50.5 Somewhat positively 741.5 30.2
'253"; Poor 10.1 17.7 No effect 29.3 46.5
039”“19‘13 fgr Very poor 2.7 1.6 Somewhat negatively 8.5 9.0
tens or 5; o .
Other Jobs No answer 0 .6 cry negatively 1.1 1.6
lo answer 0 ,5

 

 

 

 

 

T3 "
A "T ‘
JAJ»-A.J~J

'XII

( continued )

411

 

Evaluation of Occupational

Influence upon Motivation

 

 

 

 

 

 

 

 

 

 

Values
1ha1e Female Male Female
% .2
N 12 Good 36.2 23.6* Very positively 16.0 9.8 *3‘
o.
b Fair 53.2 59.8 Somewhat positively 46.8 32.9
a c v
2 3 2 Poor 9.0 13.9 No effect 28.7 44.6
Opportunity for cry poor 1.6 1.6 Somewhat negatively 6.4 10.3
Occupational
Advancement of 0 answer 0 1.1 Very negatively 2.1 1.4
Teach1ng
Profession flRo answer 0 1.1
*#6
N 13 Very highly 14.4 26.1 cry positively 13.3 13.9
o.
b Rather highly 60.6 56.8 omewhat positively 45.2 51.4
a o
2 3 2 ct so highly 23.9 16.9 o effect 25.5 26.1
Social Erestige Very low 1.1 .3 Somewhat negatively 15.4 8.4
0
Teaching cry negatively .5 .3
profession
14 Very little 14.4 20.9 cry positively 5.3 5.2
No.
b Some 63.3 57.1 omewhat positively 41.0 35.9
a c
1 '4 2 Considerable 20.2 19.8 0 effect 39.9 49.5
Competition in Very great 2.1 1.9 omewhat negatively 10.6 8.4
Teaching
Profession F0 answer 0 .3 cry negatively 3.2 .8
0 answer 0 .3
15 Very friendly 14.4 21.2 ery positively 20.7 32.1 *
No.
b Rather friendly 80.3 72.3 Somewhat positively 59.6 47.8
a c
2 4 2 Not so friendly 4.8 4.9 No effect 15.4 13.6
Relationship Very unfriendly 0 .3 Smewhat negatively 2.7 4.9
between Students
and Teachers No answer .5 1.4 Very negatively 1.1 .3
No answer .5 1.4
Very interesting 32.5 42.1 Very positively 22.3 32.6 3‘
N t interesting 60.6 51.4 Somewhat positively 51.6 43.2
0 so
azbucz interesting 6.4 5.2 No effect 19.2 16.6
Teachers as Very dull .5 1.4 Somewhat negatively 6.4 4.6
06-workcrs Very negatively .5 3.0
Very much 20.7 17.1 Very positively 23.4 16.6
"0' 17 Much 46.8 53.0 Somewhat positively 39.4 47.8
azbucz Some 28.2 26.9 no effect 17.6 19.0
Very little 4.3 3.0 Somewhat negatively 16.5 13.9
Teacher's
Self-directness Very negatively 3.2 2.7

 

 

 

 

TABIE:

XII

( continued )

£12

 

Evaluation of Occupational

Influence upon Motivation

 

 

 

 

 

 

 

 

Values
Male Female Male Female
.5 1 .S
N 18 Very easy 3.2 3.0 Very positively 4.8 4.4
Oe
b Rather easy 33.0 31.3 Somewhat positively 30.3 32.6
a c
1 5 1 Not so easy 57.5 60.3 No effect 43.1 41.9
Ease of Teacher
Training Very difficult 6.4 5.4 Somewhat negatively 18.6 19.0
Very negatively 3.2 2.2
N 19 Very low 1.6 .8 Very positively 16.5 21.5
00
b Rather low 4.3 11.7 Somewhat positively 43.6 38.6
a c
1 5 3 Not so low 56.9 43.2 No effect 29.8 26.6
Intellectual Very high 36.7 44.3 Somewhat negatively 8.5 11.7
Demands of
Teaching No answer .5 0 Very negatively 1.1 1.6
No answer .5 O
N 20 Very great 13.3 14.7 Very positively 20.7 19.6
o.
b Much 46.8 42.7 Somewhat positively 40.4 37.5
a c
1 5 2 Some 37.8 38.6 No effect 28.7 30.2
Variety of Very little 2.1 4.1 Somewhat negatively 9.0 10.6
Teachers'
activities Very negatively 1.1 2.2
21 Good 54.8 51.6 Very positively 36.7 35.1
No.
b Fair 40.4 42.7 Somewhat positively 43.1 40.2
a c
2 5 2 Poor 3.7 5.2 No effect 12.2 15.8
Opportuinity to
Pursue Teacher's Very poor 1.1 .5 Somewhat negatively 6.4 7.6
Interest
Very negatively 1.6 1.4
2 Good }52.1 61.? Very positively 36.7 44.3
No. 2
Fair 43.1 36.1 Somewhat positively 43.6 37.2
a b c
2 5 2 Poor 3.7 1.4 No effect 9.6 11.4
Opportunity for Very poor 1.1 .8 Somewhat negatively 9.6 6.0
So f-expression
Very negatively .5 1.1
Very much 23.4 24.5 Very positively 21.3 23.6
"0' 23 Much 47.9 47.0 Somewhat positively 43.1 42.4
b c
32 5 2 Some 27.7 26.1 No effect 25.5 22.6
Academical Very little 1.1 2.5 Somewhat negatively 9.0 9.5
t f
$22§§X§§°n s 0 Very negatively 1.1 1.9

 

 

 

 

—.' v—vw

TABLE

XII

( continued )

413

 

Evaluation of Occupational

Influence upon Motivetion

 

 

 

 

 

 

 

 

 

 

, Values
Male Female Male Female
f 1
N 24 Very much 39.9 40.5 Very positively 11.7 10.6
o.
b Much 41.5 44.0 Somewhat positively 20.2 26.4
a c
1 5 2 Some 18.1 13.3 No effect 26.1 31.5
Ethical Very little .5 2.2 Somewhat negatively 33.0 27.2
Behaviors
of Teachers Very negatively 9.0 4.4
*' ‘*
N 25 Very much 54.8 67.7 Very positively 50.0 63.3
o.
b Much 36.2 24.2 Somewhat positively 39.9 29.1
a c
2 5 2 Some 8.5 7.3 No effect 6.4 4.9
Improvements Very little 0 .6 Somewhat negatively 2.7 2.5
0
Students No answer .5 .3 Very negatiovely .5 0
No answer .5 .3
i' '*
6 Very high 35.6 49.5 Very positively 39.9 51.9
No. 2
Rather high 59.0 46.2 Somewhat positively 46.8 32.9
a b c
2 6 2 Not so high 4.8 3.8 No effect 9.0 11.4
Highest Human Very low .5 .6 Somewhat negatively 3.7 2.2
Endeavor of
Teaching Very negatively .5 1.6
* X2 significant at .05 level

*w- ){2

significant at .01 level

44
change, with changes in salary schedules, licensing requirements,
teacher training, teaching objectives, and society as a whole.

For example, "The intellectual demands of the teaching profession
are not high" is no longer true, and "The educational requirements
for entering the teaching profession is easy" is not necessarily
accurate today.

Next, the relations between the degree of evaluations of
occupational values of teaching and the intensity of motivations
for becoming a teacher were computed by the product-moment corre-
lation coefficient -- that is, the correlation coefficient bet-
ween two questions of one pair was computed. A coefficient of
correlation is a single number that tells us to what extent two
things are related, to what extent variations in the one go with
variations in the other. Without the knowledge of how one thing
varies with another, we should find predictions impossible.

In Table 13 the correlation coefficient for each of 26 pairs
of questions was tabulated, according to the size of the coefficient.

TABLE XIII
CORRELATION COEFFICIENTS BETHEEN THE EVALUATION OF
TEACHIHG OCCUPATIONAL VALUES AND ITS INFLUENCE UPON
THE HOTIVATII’WS FTP. ET-IIERITIG TEACHIT‘JG

 

 

Semantic Correlation Coefficient
Order structure Item Total Male Female
1. 82b6C2 Teaching is one of the
highest kinds of human
endeavor. .736 .747 .730
2. a2b4c2 Teachers can enjoy fell-
owship with interesting
co-lNorkerS e729 e789 e698
3. a b c There is an attractive

2 l 2

TABLE XIII
(cont.)

45

 

Order

8.

10.

ll.

l2.

l3.

Semantic
structure

a2b3c2

a213502

a2‘0302

albscz

Correlation Coefficient

Item

environment in a
school.

Teachers can get
satisfaction from the
development of their
students.

The teaching profession
offers the satisfaction
of being self-directive.

The teaching profession
provides a relatively
good salary.

Teachers have Opport-

unity to pursue their

interest in a favorite
subject.

Teaching provides Opp-
ortunity for self-ex-
pressinn & utilization
of capabilities.

Teaching training pro-
vides Opportunity for
contact with and en-
trance into other occu-
pations.

The teaching profession
has relatively high
prestige and reSpect.

Teachers are able to
improve themselves
academically.

Teaching experience
provides opportunity
for the oCCUpational
advancement or entrance
into other occupations.

Teachers are required

Total

.705

.687

.683

.657

.635

.630

.614

Hale

.725

.715

.700

.730

.643

.674

.670

0697

. 665

.644

Female

.641

.609

.628

.630

.608

.572

TABLE XIII

46

 

 

 

(cont.)
Semantic Correlation Coefficient
Order structure_w__ Item Total Kale Female
to engage in a variety
of activities. .608 .616 .605
14. aobdc? Teachers can enjoy
‘ friendship with young-
er generations. .560 .564 .556
15. 89b2C3 The teaching profession
T has a good retirement
system. .532 .653 .435
16. a1b5c2 The intellectual demands
of the teaching profession
l7. a2b9c2 There is a good provision
‘ for sick leave. .500 .520 .477
18. a2b2c2 There is security against
job loss. 1 .414 .415 .412
19. a2blc2 There are long vacations
and holiday times. .406 .342 .441
20. albac2 In the teaching profession
there is less competition
than in other professions.-.26O -.352 .210
21. aleC2 Teachers are expected to
participate in the comm-
unity functions. .150 .198 .125
22. alblcl It is easy to find a
position in the teach-
ing profession. .149 .053 .199
23. alb9cl Training for teaching
‘ does not require very
much money. -.052 .054 -.108
24. alb5c The educational require-
1 ments for entering the
teaching profession is
easy. -0052 -0044 -0057
25. albéc2 Teachers are required

to behave according to

 

47

 

 

 

TABLE XIII
(cont.)
Semantic Correlation Coafficient
Order structure Item Total Male Female_
a code of ethics. .031 .053 .017
26. alblc2 In general, teaching
does not require much
physical strain. -.003 -.183 .090

 

An examination of the sizes of correlation coefficients
reveals several significant observations.

1. It should be noted that all items (except No. 13
(alb5c2) and No. 16 (alb5c2) ) which contain the element, al or
323213352212: have the low correlation coefficient . The seven
lowest correlations are for items containing a1. Moreover, the

correlation on these items are decidedly lower than on the other

0

items. For the pr spective teachers the factor, a? or Satisfactions

 

is probably more important than the factor, Requirements, al.

 

2. In general, the correlation coefficients for female
students are smaller than those for male students. It is possible
to think that homogeneity of female sample in terms of the expected
teaching situations is smaller than that of male sample. As men-

tioned above almost all of the male sample exoected to become
’ l .

(D

enior high school teachers, while half of the female sample ex-
pected to become senior high school teachers and the other half
expected to become elementary school teachers. According to the
previous studies, there are many differences between secondary-
education teachers and elementary-education teachers. This var-

iable might effect their responses.

48
3. As to the five items which got negative correlation
coefficients, "The intellectual demands of the teaching profession
are not high" and "The educational requirements for entering the
teaching profession is easy", both of which contain the factor,

b5 or Intellectual condition, discourage the prOSpective teachers.

 

Also, "In the teaching profession there is less competition than
other professions" discourages them. But it is interesting that
"Training for teaching does not require very much money" affected
the female prospective teachers negatively, but to the male pros-
pective teachers positively, and also "In general, teaching does
not require much physical strain" affected the male prOSpective
teachers negatively, but to the female prospective teachers pos-
itively.

4. The items which contain the factor, C1 or Pre-job,
obtained low correlations. The element of Preparation, which
might be indicated alcl (Requirements and Pre~job) in semantic
structure, is not important for the prospective teachers. In com-
parison with the preparations for lawyer, doctor, etc., teacher
training is relatively short. This reason might adequate.

5. By making a comparison with the rank order of the
important reasons for entering teaching studied by Ringness15 in
1949, which is a recent intensive study and utilizing different
methodology from this study, it seems that there are no large
shifts. But in this study the values, "enjoying the fellowship

with interesting co-workers" and "an attractive environment in a

 

15Ringness, T. A., 22;_2i£°9 1'55“

49

school" exceeded the finding of the previous study. This shift

. Examination pf Facet

 

The semantic framework within which to view the subuniverse,
in terms of a facet design, has been already presented. The Cart-

esian product of the three facets, A = Joo-Person Interaction, B =

 

Aspects of Job, and C = Time, is a set of 36 profiles, each pro-
file having three components, one from each facet, and then 26
subuniverses were arranged in the semantic order. The semantic

scale, the rank order, al< a9, or Requirements«(Satisfactions,

 

was assumed in case of the test on motivation for choosing an
OCCUpation. Then the rank order, albi<fia2bi ( i = l,2,3,4,5, and
6), was suggested. It could be remembered that the facet C, lime,
was disregarded, because almost all 26 items were composed with c2
(On-job). From this semantic order, a certain statistical structure
for the matrix of correlation coefficients can be predicted.

In this section, the empirical data will be examined to
see whether or not they reveal the statistical structure predicted
from the semantic structure. The empirical product-moment corre-
lations between the 26 subuniverses of ABC for pepulation P may
be calculated. "One cannot presume to predict the exact size of
each correlation coefficient from knowledge only of the semantics
of universe AFC, but we do prOpose to predict a pattern or structure

for the relative sizes of the statistical coefficients from purely

semantic considerations."16 The prediction is based on the Cutt-

 

16Guttman, L., op. cit., p. 324.

I"

.x

50

man's preposition as follows:

Contiguity Hypothesis. Subuniverses closer to each other
in the semantic scale of their definitions will also be closer
statistically.

For example, in this study r (a2b2cl) (a2b2c2)>*r (a2b2c1)
(aib2c2) should be had, because a2b2cl is closer to a2b2c2 than
albgcz in the semantic scale. As a result, according to the con-
tiguity hypothesis, the simplex, the pattern of the correlation
matrix, is predicted in this study.

The purpose of the present examination is that "It shows
how the empirical structure can be predicted from the semantic
structure through the use of a metatheory like the contiguity
principle. The fact that the prediction proved to be accurate
suggests that both the selection of faCets and the metatheory
were adequate. The results prove that the particular facets
chosen are meaningful. Thus an empirical test becomes available
for indicating whether a particular way of formalizing a set of
variables is acceptable. The results also show that the contiguity
principle is applicable to this particular set of data. On the
other hand, if the prediction had proved wrong there would have
been no way to know whether the selection of facets or the meta-
theory, or both were to blame."17

The actual correlation matrix is presented in Table 14.

 

17Uriel G. Fee, "The Scientific DevelOpment of the Israel
Institute of Applied Social Research" This paper is to appear as a
chapter in a book, to be published shortly, describing the growth and
the projects of the Israel Institute of Applied Social Research dur-
ing the first thirteen years of its activity.

51

It should be noted that this table can be separated into three
Parts; the correlation matrix on the left side above is that for
26 questions about the evaluation of the occupational values of
teaching, the correlation matrix on the right side below is that
for 26 questions about the influence upon motivation for becoming
a teacher, the square part between these two parts indicates the
correlation coefficients between 26 questions and other 26 questions.
According to the facets in this study and Cuttman's Contiguity
hypothesis, it is heped that the simplex of the correlation struc-
ture for those subuniverses on the test of motivation which have
the same element, b1 (i = 1,2,3,4,5, and 6), should be gained.
But it must be noted that some of 26 subuniverses in this study
have the same semantic structure, which might be the weakness of
the Cartesian Space in this study.

l:irst, the correlation coefficients for the four subuniverses
which have the same element, b1 or Physical condition, were picked

Up from Table 14.
a2blc2 alblc2 a2blc2 alblCl

 

Item

No. 3 2 4 l
3 --- .29 .12 .09
2 .29 --- .08 .17
4 .12 .08 --- .19
l .09 .17 .19 ---

In this case, the predicted order of the items was a9b1c2>

alblc2> alblcl, because a2blc2 is closer to alblc2 than alblcl
was predicted. There are, however, two subuniverses in the same
semantic structure. These are item No. 3 and item No. 4. The

structure of the correlation matrix above is a simplex, as pre-

dicted already, and the order is exactly the same as the pre-
dicted order, a2blc2>’alblc27'alblcl’ or item No. 3 or No. 4,
next, item No. 2, and next item No. 1. Item No. 4, alec2, was
arranged between item No. 2 and item No. 1. Put the correlation
coefficient (=.08) between item No. 2 and item No. 4 does not
exceed r (item No. 3) (item No. 4) (=.l2).

The correlation matrix for 5 subuniverses which have the

same element, b2 or Economic condition, is shown below.

 

 

15:? 8982c2 a222c3 a2$2c2 a2§2c2 3122cl
9 --- .21 .18 .06 .05
6 .21 --- .47 .22 .25
7 .18 .47 --- .26 .12
8 .06 .22 .26 ---- .11
5 .05 .25 .12 .ll —--

Again, this is a simplex, and the order is the same as the pre-
dicted order; r (a2b2c2 (aqb2c3))>r (a2b2c2) (alb2cl)° But the
exception to this empirical structure is that r6.5 (=.25) exceeds
r6'8 (=.22) and r8.5 (=.ll) does not exceed r7.5 (=.l2).

The correlation matrix for 4 subuniverses which have the

same element, b3 or Social condition, is a-pretty simplex, as

shown below.

 

Item azbscl a2b3°2 azbac2 a1b3C2
No. 11 _12 13 10
11 --- .63 .09 .08
12 .63 --— .19 .10
13 .09 .19 --. .23

lo 008 0.10 .23 -"'"

53
The largest correlations trend to be adjacent to the main dia-
gonal, and they taper off to the northeast and southwest corners
of the table.
The correlation structure for the four subuniverses which

have the element, b4 or Interpersonal condition, reveals a simplex,

 

as shown below.
a2b4c2 82b4c2 a2b4c2 alb4c2

 

Item
No. 16 l5 l7 l4
l6 --- .45 .31 .19
15 .45 --- .24 .13
17 .31 .24 --- .23
l4 .19 .13 .23 ---

In this matrix, there are exceptions that r15.17 (=.24) does not
exceed r16.17 (=.3l) and r15.14 (=.13) does not exceed r16.14 (=.l9).
But the semantic order 82b4c2 alb4c2 is shown in the matrix.

The semantic structures for the subuniverses which have

the element, b or Intellectual condition, were 82b562, alb5c2,

5
and alb5cl‘ Therefore, r(a2b5c2) (a1b5c2)) r(82b5c2) (aleCI) was
predicted. As shown below, the correlation matrix for six sub-
universes is a simplex, with exception of r20.23<:r19.23, r22.19<
r18.22, r18.22<r18.23, r18.21<r18.22. The predicted order 82b5c2>
alb5c2> alb c is shown in the matrix.

5 1
a b c a2b5c2 a b c a b c a b c ale’c1

 

Item 2 5 2 2 5 2 1 5 2 1 5 2
No. 23 22 21 20 19 18
23 --- .40 .29 .22 .25 .13
22 .40 --- .38 .32 .22 .05
21 .29 .38 --- .33 .26 .05

2O .22 .32 033 "" 028 016

19 025 .22 026 .28 -"" .28
18 .13 .06 .05 .16 .28 "”
The correlation structure for 3 subuniverses which have the

element, b6 or Ethical condition, was a simplex and revealed that

 

the empirical order was same as the predicted order.

 

Item a2b8°2 a2b6c2 albéc?
V0. 26 25 24
26 —-- .32 .16
25 .32 --- .19
24 .16 .19 ---

Each of these six correlation matrixes was a simplex. The
empirical structure was very similar to the prediction from the
semantic structure. It must be noted that the facet C, Time, is
available, although it was ignored on the semantics scale. The
facet analysis in this study is adequate. So, "It is possible
to make more precise statistical hypotheses, based on the semantic
structures of the subuniverses, in order to arrive at a more pre-
cise Specification of the gradient among the empirical correlation
coefficients. One way of doing this is to hypothesize a system of
elementary statistical components--~-— or of common—factors, in
the language of factor analysis----- that gives rise to the ob-
served coefficients, associating the statistical components, how-

. . . 18
ever, directly With the semantic components."

 

lBGuttman, L., op. cit., p. 325.

 

 

 

 

 

 

 

7 W“ “m “‘ “5““ 1
1 2 '_ 4 ~25; ” 53
’” I t} o. 3 - - 1 - 1 - o
1 2 5 u 5 6 7 8 9 10 11 12 13 14 15 16 17 18 2 11 20 21 22 P3 24 25 26 1 2 3 4 5 6 7 8 9 10 11 12 13 14» 15 16 17__ 18 19 20 21 22 _ 23 >24 22_1 26

1 “'7 12 '02 25 08 05 l4 7” 39 ~02 -O3 04 O6 32 06 01 04 15 03 ~02 05 05 ~02 05 03 )0 l3 -04 ~06 06 ~07 —06 -01 09 02 ~03 04 ~01 01 ~17 06 ~04 ~01 ~04 ~04 ~04 01 ~04 ~06 ~01 ~02 01 1
2 ~~~ ~06 19 11 06 06 11 03 ~01 ~01 03 09 13 11 03 05 14 07 02 ~01 ~02 02 ~03 01 ~08 ~01 ~00 ~04 10 ~03 ~01 00 07 ~06 09 00 -01 10 ~06 01 05 00 -01 _05 01 02 03 ~03 02 _03 ~06 2
1 --- 02 ~08 11 18 11 07 05 26 23 1 ~20 5 31 24 '05 '23 96 l! 31 23 -03 23 29 O3 19 71 03 06 17 12 08 14 16 17 18 19 13 14 25 23 07 19 21 12 24 13 17 20 26 3
1 ~~~ C7 0 20 22 t: ~04 -00 -02 11 11 03 01 02 20 03 02 10 06 ~06 ~01 01 ~05 12 03 03 41 ~06 11 11 10 ~03 ~02 ~04 01 12 ~02 01 ~01 00 ~00 ~08 ~00 11 ~03 ~08 ~04 ~09 02 u
~~~ ~04 00 04 ~03 ~02 ~.3 ~08 ~13 05 ~01 ~02 ~04 2? 19 -02 ~07 -O3 ~01 -01 05 ~14 ~01 ~09 -08 -04 -05 —04 —OT 03 01 ~08 ~02 ~04 ~10 ~04 ~02 ~03 ~04 06 ~05 ~05 ~07 ~05 ~06 ~12 ~06 ~09 5

--~ 33 13 22 ~31 05 11 1 ~08 09 03 08 ~00 -04 07 0) 12 04 ~04 08 17 10 08 09 07 10 53 25 13 18 08 ~03 04 17 13 04 07 05 11 05 00 11 11 06 10 10 11 6

~~~ 24 18 ~09 07 12 18 07 12 14 ~02 03 -O7 02 10 14 03 ~04 11 13 32 OT 15 O9 05 26 50 17 17 02 03 09 19 04 09 14 ~00 02 06 ~02 09 11 02 07 02 10 7

8 ~~~ 03 0~ 07 09 10 15 10 13 06 12 08 05 01 11 02 01 04 01 05 ~03 08 02 ~00 10 12 41 04 08 ~06 03 18 ~05 07 09 05 ~02 ~10 ~01 01 06 ~03 01 00 06 8
_-_ 00 07 08 11 -05 13 -02 09 ~00 ~11 ~04 04 07 01 ~06 12 07 08 09 08 16 04 16 15 06 68 08 06 08 22 08 08 02 08 02 01 04 01 10 01 17 07 06 9

1, --- 09 08 11 ~08 09 13 13 03 ~10 32 ~02 1? 14 13 08 10 0; 06 07 ~01 01 08 01 ~01 ~00 15 07 08 22 05 07 15 13 06 09 19 03 13 11 06 11 10 10
11 ~~~ 64 17 ~16 10 19 13 00 ~25 24 24 19 16 ~04 07 11 05 9 15 ~05 05 08 04 09 02 08 64 43 23 15 07 20 16 09 15 18 21 16 11 06 06 09 11
12 ~~~ 16 ~11 08 22 09 02 ~16 18 17 13 09 ~02 05 11 09 10 15 ~02 02 12 09 10 05 12 44 61 09 09 01 21 14 03 12 17 20 08 08 ~01 05 09 12
13 ~~~ ~08 16 27 11 ~12 ~24 17 10 12 22 06 17 23 01 06 17 05 08 14 13 12 16 12 10 18 19 13 14 25 10 09 10 14 12 10 11 17 07 18 13
14 ~~~ ~02 ~06 ~07 21 19 ~10 ~09 ~06 ~19 ~04 ~08 ~17 03 ~13 ~12 ~01 ~06 ~12 ~01 08 ~07 ~15 ~09 ~09 ~12 ~26 ~01 ~12 ~12 ~09 ~09 ~11 ~11 ~10 ~20 ~06 ~09 ~14 14
15 ~~~ 23 20 ~01 ~10 21 18 26 21 00 24 16 07 16 26 ~00 ~02 04 04 10 14 08 09 03 26 06 56 29 20 05 08 16 12 21 10 18 18 09 15
16 ~~~ 25 ~05 ~22 31 19 29 22 02 20 30 09 08 23 ~07 05 12 04 14 05 22 14 13 25 12 23 73 23 11 19 26 18 25 23 12 20 28 16
1? _-- ~01 ~18 24 15 25 15 ~05 11 18 0 03 16 02 02 10 04 10 05 15 05 ~02 14 20 14 24 69 13 16 19 14 27 09 20 11 12 17
18 ~~~ 25 ~02 ~03 ~03 ~14 03 ~08 ~17 ~00 ~09 ~06 12 ~02 03 03 02 ~05 ~01 04 02 ~06 ~13 -03 ~00 ~03 ~05 ~10 ~06 03 ~02 ~06 ~04 ~08 ~13 18
19 ~~~ ~20 ~21 ~20 ~29 ~07 ~23 ~30 ~03 ~06 ~20 00 ~07 ~08 00 00 ~04 ~06 ~17 ~12 ~18 ~16' ~16 -21 -15 -12 -51 -20 -17 ~16 -24 ~06 -19 ~26 19
20 ~~~ 19 22 27 04 09 17 03 12 21 01 01 09 04 06 01 13 17 06 15 15 22 29 23 12 20 61 25 22 16 06 06 09 20
21 ' ~~~ 30 19 ~04 12 17 09 09 l8 05 01 O5 —O3 01 03 O7 18 09 20 09 18 22 16 ~01 16 14 66 27 20 07 16 16 21
22 ~~~ 25 02 27 28 ~05 ~02 24 ~01 03 09 04 04 11 09 11 01 10 05 18 27 23 05 13 15 15 66 26 12 22 24 22
23 ~~~ 11 25 7 04 02 21 ~02 06 08 06 00 05 12 12 10 21 22 17 22 18 13 19 14 16 29 62 17 18 13 23
24 ~~~ 09 06 04 ~05 ~01 02 04 ~04 ~08 01 ~04 03 ~02 03 06 01 03 02 -01 03 03 ~00 -01 04 03 03 05 02 24
25 ~~~ 31 01 08 21 ~06 ~02 02 00 ~02 13 15 ~01 ~01 16 08 28 17 12 -01 11 06 10 23 19 15 59 31 25
26 -—- 03 08 27 ~04 10 16 12 00 10 12 O6 02 24 20 20 31 15 03 21 12 11 30 111 12 30 711 26
1 ~~~ 17 09 19 15 22 15 19 02 09 07 09 O7 12 08 10 10 19 10 08 13 ~02 03 04 03 07 1
2 --~ 29 08 14 17 15 11 08 18 08 13 14 23 18 16 08 12 13 19 10 09 04 15 08 12 2
3 --- 12 15 23 22 13 13 17 18 23 21 16 22 28 28 17 29 23 19 25 19 14 20 34 3
a -—- O8 21 18 07 O8 01 -02 03 09 09 07 ~01 06 01 06 09 11 02 01 05 01 04 4
5 ~-- 25 l2 11 05 15 02 06 08 13 ~02 13 09 14 12 05 03 06 05 10 ~03 07 5
5 --- 47 22 21 14 07 l3 19 2” 04 14 09 19 15 07 13 09 06 05 05 17 6
7 --- 26 18 12 07 1” 18 18 07 15 06 14 12 09 04 10 05 15 03 12 7
8 ~~~ 06 13 08 15 22 13 13 16 ‘17 07 07 11 08 10 05 12 02 07 8
9 "' 13 03 08 22 16 09 06 04 05 ~03 06 03 12 01 17 08 08 9
10 ~~~ 08 10 23 12 19 28 21 16 09 28 13 15 15 30 17 17 10
11 "" 63 09 15 12 19 19 07 16 18 19 12 09 07 01 08 11
12 "- 19 1° 07 21 14 11 14 14 18 06 10 04 01 07 12
13 --- 22 30 32 18 13 19 20 21 18 13 23 16 30 13
14 "‘ 13 19 23 18 24 18 20 11 15 10 05 24 14
15 ~~~ 45 24 06 21 32 25 27 24 19 31 26 15
16 ~~~ 31 16 25 35 26 34 32 18 23 38 1.6

NNNNNl—‘i—‘H
#WNHOWQ‘Q

25

N
O’\

 

CHAPTER III

S Uh-"iI-JARY , COTJCLI. ES IO? 18 , HID RECC‘JMME I‘EDAT IONS

1. Summary

The basic assumption in this study was that the motivation
for choosing a particular occupation is the resultant force made
by the vectors: the individual self concepts of his needs, and
his evaluation of the occupational values. Human motivation in-
fluences behavior not only through initiation, but also through
determining its direction, strength, and perseverance. Adequate
instruments for measuring such motivation should recognize this
assumption.

In develOping an instrument, Guttman's Theory of Facet
Analysis was employed. From previous studies in the United States,
England, and Japan, about 200 statements concerning reasons for
choosing teaching as a career were gathered. According to the
above mentioned assumption, only statements which were related to
the OCCUpational values of teaching were chosen. It was recog-
nized that the statements differed among themselves on three

facets. The three facets were named, A. Job-Person Interaction,

 

B. Aspects of Job, and C. Time. Each facet had the elements. The

 

Cartesian product of these facets, which may be denoted by ARC,

was a set of the 36 profiles, each profile having three components,
one from each facet, and being denoted by aibjck ( i = l or 2. j =
l to 6. k = 1 t0 3.). Each statement concerning the reasons for
choosing the teaching profession were indicated by three elements,
one from each facet.

On the other hand, the scale al<a2 or Requirements <
56

 

57
Satisfactions were assumed. This order suggested that "Require-
ments" was weaker than "Satisfactions" in terms of intensifying
the motivations for choosing an occupation. From this, a certain
statistical structure for the matrix of correlation coefficients
was predicted. The empirical data were then examined to see
whether or not they reveal the statistical structure predicted from
the semantic structure, and whether or not the selection of facets

and the metatheory, the contiguity principle, used in this study

 

were adequate.

2. Conclusions

 

The following conclusions were drawn from an analysis of
the data:

1. A large prOportion of the male prospective teachers
expected to become a teacher of senior high school; nearly half
of the female prospective teachers also planned to teach a second-
ary school, while the other half expected to become elementary
teachers.

2. In general, the female prOSpective teachers' parents'
educational levels, fathers' occupations, and incomes were higher
than the male prospective teachers'.

3. The female prOSpective teachers thought of teaching as
their careers earlier than did the male prospective teachers. Also
the female prospective teachers decided to become a teacher earlier
than the male prospective teachers. Slightly fewer than half of
the female prOSpective teachers and more than half of the male
prOSpective teachers decided to become a teacher since entering
college.

4. About half of the male prospective teachers decided to

58
become a teacher on the basis of their own desires and judgments,
and one third of them did according to their desires and other's
advice or influences combined; on the other hand, among female
prospective teachers those who decided to become teachers on the
basis of their desires and other's advice or influences combined
were more than those who decided it on the basis of their own
desires.

5. About half of the male prospective teachers expected

to stay in the teaching profession until retirement, but more than
half of the female prospective teachers expected to stay in that
profession only until starting their own families.

6. With regard to the prospective teachers' evaluations

of the OCCUpational values of teaching and their influences Upon
the motivations for becoming teachers:

a. In general, almost all occupational values of teaching
were evaluated rather highly, and influenced the moti-
vations somewhat positively. There was no value of
teaching which a great number of the prospective
teachers evaluated yery highly, and also no value of
teaching which affected the desire to become teachers
1331 positively.

b. With regard to the values of teaching which contain the

elements, b5 and a1, or Intellectual condition and

Requirement, there was no significant difference by

 

sex on both evaluation of occupational values of teach—
ing and its influences upon the motivations for becom-
ing teachers.

0. With regard to the values of teaching which contain the

59

2, and b3, or Physical, Economic, and

Social conditions, significant differences existed by

elements, bl, b

 

sex on both evaluation of the occupational values and
its influences upon the motivations.

d. It was recognized that the evaluation of the occupational
values of teaching was relatively changing, along with
changes in teacher training, licensing requirements,
society as a whole, and so on.

7. With regard to the relations between the degree of eval-

uations of the occupational values of teaching and the intensity
of motivations for becoming teachers:

a. The evaluations of the occupational values of teaching
which contain the element, al or Requirements, w re not
related to the motivations for desire to become a teach-
er. On the other hand, the evaluation of the values

1

which contain the element, a9 or Satisfactions, nad an

important relationship with the motivations for desire
to become a teacher.

b. When compared with a 1949 study, the values, "enjoying
fellowship with interesting co-workers" and "an attrac-
tive environment in a school" have increased in the
monograph. This shift might show the changes in new
buildings and recruits.

8. The high or favorable evaluations of the occupational

values of teaching do not always intensify the motivations of the
prOSpective teachers positively.

9. The selection of facets and the metatheory, the con-

60
tiguity principle, were adequate. It is hoped that by further
study the complete subuniverses may be made up, by using the

present facets.

3. RecommendpfixnS

 

It is the Opinion of the writer of this study that as a
result of using this instrument, the intensive and extensive re-
searches and studies in the following areas are urgently needed:

1. Determination of the patterns of the motivations for

entering teaching.

."Q

. Studies of the factors which are closely related with

the patterns of the motivations.

(J)
o

Researches as to possible changes in the motivations,
owing to the change of time, the results of teacher

training and teaching experiences.

.15

. The extensive researches on the relationships between
the motivations and teaching efficiency and length

of staying power in the teaching profession.

61
BIBLIOGRAPHY
Best, J. W. "A Study of Certain Selected Factors Lnderlying the

Choice of Teaching as a Profession," Journal of Experi-
mental Education, Vol. 17, 1948, 201-259 .

 

Erookover, H. E. A Sociology of Education, American Rook Company,
New York, 1955.

 

California Teacher Association, Notivation for En
Profession, Research Monograph Ho. 23, l9

01 (‘1'-
01
O

 

Eliassen, R. R. "Recruitment for Teacher Training, "Review of
Educational Research, Vol. 7, 1937, 247-252.

 

Fielstra, C. "An Analysis of Factors Influencing the Decisi ion to
become a Teacher," Journal of Educational Research Vol.

Fones, E. L. and Holman, M. V. "Why People become Teachers," in
Stiles, L. J. (ed.) The Teacher's Hole in American Society,
Yearbook of The John Dewey Society, New York, haJpe r, 1957,
235-246.

Fox, R. B. "Factors Influencing the Career Choice of PrOSpective
Teachers," Journal of Teacher Education, Vol. 12, 1961,
427-432.

Gould, G. "Motives for Entering the Teaching Profession," The
Elementary School Journal, Vol. 35, 1934, 95- 102.

 

Guttman, L. "The Structuring of Sociological Spaces," Technical
Note No. 3, 1961, The Israel Institute of Applied Social
Research.

. "A Structural Theory for Intergroup D\eliefs and Action,"
American Sociological Review, Vol. 24, 1959, 318-328.

"Notes on Terminology for Facet Theory," (distributed in
class) Fall, 1962.

"What Lies Ahead for Factor Analysis," Educational and Pay-
chological Measurement, 18 (Autumn, 1958), 497-515.

"The Principal Components of Scalable Attitudes," in P. F.
Lazarsfeld (ed. ), Lathematical Thinking in the Social Sciences,
Clencoe, 111., Free Press, l954, 216-257.

Hammond, M. "Motives Related to Vocational Choices of College Fre-
shmen," Journal of Counseling Psychology, Vol. 3, 1956,
257-261.

Haubrich, V. F. "”otives of PrOSpective Teachers," Journal of

62

 

Teacher Education, Vol. 11, 1960, 381-386.

Hollis, E. V. "Why They Teach," Educational Administration and
Supervision, V01. 15, 1925, 678-68A.

 

Jatzen, J. M. "An Opinionare on Why College Students Choose to
Teach," Journal of Educational Research, Vol. 53, 1959,
13-17.

Johnson, A. H. "The Responses of High School Seniors to a Set of
Situations Concerning Teaching as a Career," Journal of
Experimental Education, Vol. 26, 1958, 263-314.

 

 

LaSae, A. C. "Study of Motivation of 'Persistent' vs. 'Non-porsis-
tent' Students in Teacher Education," Journal of Teacher
Education, Vol. 5, 1954, 242-243.

 

 

Lang, C. "An Experimental Scale to Measure Motives for Teaching,"
Journal of Educational Research, Vol. 51, 1958, 687-694.

 

(N
k

. "Motives in selecting Elementary and Secondary School
Teaching," Journal of Experimental Education, Vol. 29,
1960, 101-104.

Langston, R. G. "A Study of Attitudes toward Teaching as a Voca-
tion," Journal of Teacher Education, Vol. 2, 1951, 83-87.

Lee, A. S. "Motives of High School Graduates for Entering the
Profession of Teaching," School Review, Vol. 36, 1928,
16-24.

 

Lieberman, M. Education as a Profession, Englewood Cliffs, N. J.,
Prentice Hall, 1956.

 

Mason, W. S. The Reginning Teacher, U.S. Department of Health, ed-
ucation and welfare, 1961.

 

Ostlie, S. "Motivation for Entering Teaching," Journal of Teacher
Education, Vol. 7, 1956, 80-81.

 

 

I

Redl, F. and flattenherg, R. N. Mental Hygiene in Teaching, Harcourt,
Brace, 1951.

 

Reiss, A. J. OCCUpations and Social Status, The Free Press of Glence,
inc., 1961.

 

Richards, R. "PrOSpective Students‘ Attitudes Toward Teaching,"
Journal of Teacher Education, Vol. 11, 1960, 375-380.

Richey, R. W. and Fox, W. H. "An Analysis of Various Factors Ass-
ociated with Selection of Teaching as a Vocation," Indiana
University School of Education Rulletin, 1948.

 

I‘

,s

63

Ringness, T. A. "Relationships between Certain Attitudes Toward
Teaching and Teaching Success," Journal of Experimental

 

Doe, A. The Psychology of 0ccuoations, New York, John diley and
Sons, Inc., 1956.

Roth, L. J. "Occupational Analysis and Teacher morale," Journal
of Educational Sociology, Vol. 32, 1958, 145-151.

Stern, G. G. and Masling, J. H. Unconscious Factors in Career
Motivation of Teaching, Syracuse University Research Insti-
tute, 1958.

Tudhope, H. B. "Motives for the Choice of the Teaching Profession

by Teachers College Students," Rritish Journal of Educa-
tional Psycholog , V01. 14, 1944, 119-141.

The Yearbook of Education 1953 --- Status and Position of Teachers ---

Warner, W. L., Meeker, M. and Eells, K. Social Class in America,
Chicago, Science Research Associates, 1949.

Wellbauk, R. L. "fihy Teach?" Journal of Educational Research,
Vol. 48, 1955, 699-703.

and Reigel, H. G. "iotivations in the Choice of Teach-

Willcox, I.
ng," Journal of Teacher Education, Vol. 4, 1953, 106-109.

1

Yeager, T. An Analysis of Certain Traits of Selected Rirh School
Seniors Interested in Teaching, Teachers College, Columbia
University, Contributions to Education, No. 660, Teachers
College, Columbia University, 1953.

A
ppendix

Questio
nnaire

64

65

 

(A) PLEASE CIRCLE THE NUMBER IN FRONT OF THE APPROPRIATE ANSWER.

(1) Sex: 10
2.

(2) Year: 1.
2.
3.
4.
5.

(3) Age: 1.
2.
3.
4.
5.
6.
7.

Male
Female

Freshman
Sephomore

Junior

Senior

Graduate student

19 or under
20

21

22

23

24

25 or over

(4) In what kind of school do you expect to become a teacher?

Circle one.

1.
2.
3.
4.

Elementary school (kindergarten - the 6th grade)
Junior high school (the 7th grade - the 9th grade)
Senior high school (the 10th grade - the 12th grade)
Other (please Specify)

 

(5,6) What was the highest level of education completed by your
parents? Please circle one in each column: One for your
father and one for your mother.

(5)
Father

1.
2.
3.

4.

5.
6.

(6)

Mother

1. 1. Did not complete grade school.
2. 2. Completed grade school but not high school.
3. 3. Completed high school, but not college.

4. 4. Completed one, but less than four years
of college.

5. 5. Completed a four-year college program.

6. 6. M.A., Ph.D. or a professional degree.

(7) What is the usual occupation of the head of the household in
your parental family? Please circle one and specify what he does.

1. Professional

 

2.
3.
4.
5.
6.
7.
8.
9.
10.

Technical

66

 

Farmer 8 Farm Manager

 

Managers, Officials, & Proprietors (exc. Farm)

Clerical

 

Sales (exc. Sales Manager or Administrator)

Skilled worker

 

 

Semi-skilled worker

 

Service worker

 

Unskilled worker (either farm or non-farm)

If the head of the household is a woman,

 

circle here. . . 11.

If the head of the household is retired, circle here. . . 12.

What is your parental family's approximate annual income from
all sources before taxes? Circle one.

At about what
might want to

1.
2o
3.
4.
5.
6.

1.
2.
3.
4.
5.
6.
7.
8.

Before completing the 6th grade
During the 7th to the 9th grade
During the 10th to the 12th grade
After high school graduation, but
Since entering college _
Other (please Specify)

Under $3,000
$3,000 - $4,999
$5,000 - $7,499
$7,500 - $9,999
$10,000 - $14,999
$15,000 - $19,999
$20,000 and over
I have no idea

period in your life did you first think you
become a teacher? Circle one.

before entering college

 

When did you definitely decide to become

1.
2.
3.
4.
5.
6.

Before completing the 6th grade
During the 7th to the 9th grade
During the 10th to the 12th grade
After high school graduation, but
Since entering college
Other (please Specify)

a teacher? Circle one.

before entering college

 

(11)

(12)

(l)

(2)

(4)

 

 

67
On what basis did you decide to become a teacher? Circle one.

1. Mainly through my own desire and judgment

2. Mainly through the advice of someone else

3. Mainly through the result of a vocational interest
inventory

4. My desire and other's advice or influence combined

5. My desire and the result of a vocational interest
inventory

6. Other (please Specify)

 

How long do you expect to stay in the teaching profession?

1. Until marriage

2. Until I start my own family

3. Until I can get a better job

4. Until I save enough money to enter a graduate or
professional school

5. Until no financial need to work

6. Until retirement

7. Other (please specify)

 

THE FOLLOWING SECTION IS COMPOSED OF 26 PAIRS OF QUESTIONS
CONCERNED WITH YOUR EVALUATION OF THE OCCUPATIONAL VALUES IN

THE TEACHING PROFESSION AND THE MOTIVATIONS FOR YOUR CHOOSING
THIS PROFESSION.

PLEASE CIRCLE THE NUMRER IN FRONT OF ONE RESPONSE TO EACH
QUESTION WHICH MOST NEARLY INDICATES YOUR ANSWER TO THE QUESTION.

‘In your estimation, how easy is it to find a position in the

teaching profession?
4. Very easy
3. Rather easy
2. Not so easy
1. Very hard

How does your evaluation in question (1) above affect your
desire to become a teacher? .
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively'
1. Very negatively

In your estimation, how much physical strain is generally
required by teaching?

4. Very little

3. Some

2. Much

1. Very much

How does your evaluation in question (3) above affect your
desire to become a teacher?
5. Very positively

(7)

(10)

 

 

 

68

4. Somewhat positively
3. No effect

2. Somewhat negatively
1. Very negatively

 

In your estimation, how attractive is the environment in the
school?

4. Very attractive

3. Rather attractive

2. Not so attractive

1. Very unattractive

How does your evaluation in question (5) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively

 

In your estimation, how much vacation and holiday time do
teachers have?

4. Very much

3. Much

2. Some

1. Very little

How does your evaluation in question (7) above affect your
desire to become a teacher?

5. Very positively

4. Somewhat ppsitively
3. No effect
2. Somewhat negatively
1. Very negatively

In your estimation, how much money does training for the
teaching profession require? 7
4. Very little
3. Some
2 o N111 C h
1. Very much

.How does your evaluation in question (9) above affect your

desire to become a teacher?
5. Very positively
4. Somewhat ppsitively
3. No effect
2. Somewhat negatively
1. Very negatively

 

(l2)

(13)

(16)

(17)

(18)

 

 

 

 

69

From what you know about it, how would you rate the retire-
ment system in the teaching profession?

4. Very satisfactory

3. Rather satisfactory
2. Not so satisfactory
1. Very unsatisfactory

How does your evaluation in question (11) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat ppsitively
3. No effect
2. Somewhat negatively
1. Very negatively

 

From what you know about it, how would you rate the provision
for sick leave in the teaching profession?

4. Very satisfactory

3. Rather satisfactory

2. Not'so satisfactory

1. Very unsatisfactory

How does your evaluation in question (13) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat nggatively
1. Very negatively

In your estimation, how much security against job loss is
there in the teaching profession?

4. Very much

3. Much

2. Some

1. Very little

How does your evaluation in question (15) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. SomeWhat negatively
1. Very negatively

How would you rate teachers' salaries?
4. Very good
3. Rather good
2. Not so good
1. Very poor

How does your evaluation in question (17) above affect your
desire to become a teacher?
5. Very positively

(19)

(20)

(22)

(23)

(24)

 

 

 

'70

4. Somewhat positively
3. No effect

2. Somewhat negatively
1. Very negatively

 

 

From what you know about it, to what extent are teachers
expected to participate in community functions?

4. Very often

3. Often

2. Some

1. Very little

How does your evaluation in question (19) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3 No effect

2: Somewhat gegatively
1. Very negative y
In your estimation, to what extent does teacher training

provide Opportunities for contact with and entrance into
other occupations?

 

4. Good Opportunities
3. Fair Opportunities
2. Poor opportunities
1. Very poor Opportunities

How does your evaluation in question (21) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively

 

In your estimation, to what extent does teaching experience
provide Opportunities for occupational advancement or entrance
into other OCCUpations?

4. Good Opportunities

3. Fair Opportunities

2. Poor Opportunities

1. Very poor Opportunities

How does your evaluation in question (23) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat ppsitively
3. No effect
2. Somewhat nggatively
1. Very negatively

(25)

(28)

(30)

(31)

(32)

 

 

 

 

71

In your judgment, to what extent is the teaching profession
reSpected by society?

4. Very highly

3. Rather highly

2. Not so highly

1. Very low

How does your evaluation in question (25) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively

 

 

How would you rate competition in the teaching profession,
compared with other professions?
4. Very little competition
3. Some competition
2. Considerable competition
1. Very great competition

How does your evaluation in question (27) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat ppsitively
30 NO effeCt .
2. Somewhat negatively
1. Very negatively

 

How would you rate the relationships between teachers and
students?

4. Very friendly

3. Rather friendly

2. Not so friendly

1. Very unfriendly

How does your evaluation in question (29) above affect your
desire to become a teacher?

5. Very positively

4. Somewhat ppsitively
3. No effect
2. Somewhat negatively
1. Very negatively

 

In your estimation, how interesting are teachers as co-workers?

4. Very interesting
3. Rather interesting
2. Not so interesting
1. Very dull

How does your evaluation in question (31) above affect your
desire to become a teacher? »
5. Very positively

(33)

(34)

(38)

 

 

 

72

4. Somewhat positively
3. No effect

2. Somewhat negatively
1. Very negatively

In your estimation, to what extent are teachers able to be
self-directive?

4. Very much

3. luch

2. Some

1. Very little

How does your evaluation in question (33) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively

 

In your estimation, how easy are the educational requirements
for entering the teaching profession?

4. Very easy

3. Rather easy

2. Not so easy

1. Very difficult

How does your evaluation in question (35) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. NO effect
2. Somewhat negatively
1. Very negatively

 

In your judgment, how would you rate the intellectual demands
of the teaching profession?

4. Very low demands

3. Rather low demands

2. Not so low demands

1. Very high demands

How does your evaluation in question (37) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. NO effect
2. Somewhat negatively
1. Very negatively

(39)

(40)

(41)

(42)

(43)

(45)

(46)

 

 

 

 

73

In your estimation, to what extent do teachers engage in a
variety of activities?
4. Very great variety
3. Much variety
2. Some variety
1. Very little variety

How does your evaluation in question (39) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3..No effect
2. Somewhat negatively
1. Very negatively

 

In your estimation, to what extent do teachers have Opport-
unities to pursue their interests in a favorite subject?

4. Good Opportunities

3. Fair Opportunities

2. Poor Opportunities

1. Very poor Opportunities

How does your evaluation in question (41) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. NO effect
2. Somewhat negatively
1. Very negatively

In your estimation, to what extent does teaching provide
Opportunities for expression and utilization of one's capa-
bilities?

4. Good Opportunities

3. Fair Opportunities

2. Poor Opportunities

1. Very poor Opportunities

How does your evaluation in question (43) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively

In your estimation, to what extent are teachers interested
in their own academic improvements?

4. Very much

3 o MUCh

2. Some

1. Very little

How does your evaluation in question (45) above affect your
desire to become a teacher?

(47)

(49)

(50)

(51)

 

 

 

74

5. Very positively

4. Somewhat positively
3. No effect

2. Somewhat negatively
1. Very negatively

In your estimation, to what extent are teachers expected to
behave according to a strict code of ethics?

4. Very much

3. Much

2. Some

1. Very little

How does your evaluation in question (47) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively

In your estimation, to what degree are teachers able to get
satisfaction from the develOpment and improvement of their
students?

4. Very much

3. Much

2. Some

1. Very little

How does your evaluation in question (49) above effect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively

[Among all kinds of human endeavor, how would you rank teaching?

4. Very high
3 0 Rather high
2. Not so high
1. Very low

How does your evaluation in question (51) above affect your
desire to become a teacher?
5. Very positively
4. Somewhat positively
3. No effect
2. Somewhat negatively
1. Very negatively

(Thank you very much for your help)

AN STATE UNIVERSITY LIBRARIES

III III III IIIIIIIII

3 1l93 03142 8919

MICHI

G