Examination of the Prediction of Pre-Service Teachers' Teaching Motivation and Academic motivation for the Intention to Choose a Teaching Career, Teaching Career Preparation, and Academic Attitude

Purpose: This study aimed to confirm the relative prediction of teaching motivation and academicmotivation for pre-service teachers' intention to choose a teaching career, teaching career preparation,academic effort persistence, and academic procrastination. Methods: To this end, 261 pre-service teachers attending the teacher training period participated inthe survey. In the survey, the pre-service teachers' intention to choose a teaching career and teachingcareer preparation were measured, and effort persistence and academic procrastination in major andteaching subjects were measured as academic attitudes. The efficacy, value, and cost of teaching, major,and teaching subjects were measured with teaching motivation and academic motivation, respectively. Logistic regression analysis and path analysis were conducted to verify the hypothesis. Results: As a result, the research revealed differential predictions of teaching motivation, major andteaching subject motivation for intention to choose a teaching career, teaching career preparation, andacademic attitude. teaching value predicted the intention to choose a teaching career. Teaching efficacyand cost predicted teaching career preparation positively, and the cost of major subjects predictedteaching career preparation negatively. Teaching value, the efficacy and value of the major subjects,and the efficacy of the teaching subjects predicted the effort persistence in the major subjects. Theefficacy and cost of major subjects also predicted academic procrastination in the major subjects. Theefficacy of major and teaching subjects and the value of teaching subjects statistically predicted effortpersistence in the teaching subjects. The efficacy of major subjects and the value and cost of teachingsubjects predicted academic procrastination in teaching subjects. Conclusion: Based on the results of this study, we proposed guidelines on how to encourage themotivation for pre-service teachers' intention to enter the teaching profession and career preparationbehavior and the motivation for learning during the teacher training period as follows. The higherthe value of the teaching career, the higher the intention to choose a teaching career and the effortpersistence in the major subject, but this may not necessarily positively function in teaching careerpreparation or academic attitudes. The research findings suggest that pre-service teachers' teachingefficacy should be improved and their cost perception for teaching and major should be reduced inorder to increase their preparation for a teaching career. In addition, in order to encourage low academicprocrastination and effort persistence in major and teaching subjects, it is important to increasemotivation for each class.