IJSSH 2016 Vol.6(6): 412-418 ISSN: 2010-3646
DOI: 10.7763/IJSSH.2016.V6.682

A Repeated Cross-Sectional Study on Japanese Pre-service Teachers’ Motivation to Become Elementary and Secondary School Teachers

Hiroki Yoshida
Abstract—School Teachers in Japan are now experiencing a major reformation of the system of teacher training and teacher education. In 2006, the Basic Act on Education was revised for the first time in approximately 60 years, and a teaching certificate renewal system was introduced in 2009 setting a 10 years period of validity of regular and special education personnel certificates. In such a situation, it is anticipated that pre-service teachers' motivation to choose teaching career might also change. This study purposed to identify Japanese pre-service teachers’ motivation to become elementary and secondary school teachers, and to identify the change in university students’ motivation to become a teacher in the last ten years. As a result, 16 motivation statements were identified as motivation items including five sub-scales: “altruistic motivation,” “aspirational motivation,” “intrinsic motivation,” “extrinsic motivation,” and “amotivation” in 2004, while 14 motivation statements were identified consisting three sub-scales: “aspirational motivation,” “altruistic motivation,” and “intrinsic motivation” in 2014. Moreover, it was revealed that relatively few Japanese university students lack motivation to become a teacher or are motivated by a stimulus coming from outside now.

Index Terms—Teacher education, motivation to become school teachers, career guidance, teaching certificate.

Hiroki Yoshida is with the Tokoha University, Shizuoka, Japan (e-mail: h-yoshida@av-lab.org).

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Cite: Hiroki Yoshida, " A Repeated Cross-Sectional Study on Japanese Pre-service Teachers’ Motivation to Become Elementary and Secondary School Teachers," International Journal of Social Science and Humanity vol. 6, no. 6, pp. 页码, 2016.

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