A Survey of Pre-service Teachers' Motivation to Teaching and Teachers Professional Identity: The Case of Heze University in China

Alexander, P. A. (2008). Charting the course for the teaching profession: The energizing and sustaining role of motivational forces. Learning and Instruction, 18(5), 483-491.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423. doi:10.1037/0033-2909.103.3.411
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128.
Bullough, R. V. (1997). Practicing theory and theorizing practice in teacher education. Teaching about teaching: Purpose, passion and pedagogy in teacher education, 13-31.
Chant, R. H., Heafner, T. L., & Bennett, K. R. (2004). Connecting personal theorizing and action research in preservice teacher development. Teacher Education Quarterly, 31(3), 25-42.
Cheng, W., Wang, Z. Y., & Wang, Y. (2008). A survey on the current status of primary and secondary school teachers' professional identity among higher teacher education majors. Teacher Education Research (05),45-48.
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern Methods for Business Research, 295(2), 295-336. Available online at: http://www.researchgate.net/ publication/232569511
Chin, W. W. (2010). "How to Write Up and Report PLS Analyses," Handbook of Partial Least Squares Concepts, Methods and Applications, V.E. Vinzi, W.W. Chin, J. Henseler, and H. Wang (eds.). Berlin, Germany: Springer, pp. 650--690.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher education, 22(2), 219-232.
Fokkens-Bruinsma, M., & Canrinus, E. T. (2012) The Factors Influencing Teaching (FIT)-Choice Scale in a Dutch Teacher Education Program. Asia-Pacific Journal of Teacher Education, 40, 249 -269. https://doi.org/10.1080/1359866X.2012.700043
Guo, F. T. (2018). A study on the motivation of free teacher training students in local colleges and universities to pursue teaching (Master's thesis, Shandong Normal University).http://222.206.187.253:80/rwt/CNKI/https/NNYHGLUDN3WXTLUPMW4A/kcms2/article/abstract.
Guo, F. T., & Sun, K. N. (2018). Factors affecting pre-school education teacher trainees' choice of teaching career-an empirical analysis based on the FIT-Choice model. Research on Preschool Education (07),47-60. doi:10.13861/j.cnki.sece.2018.07.005.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014), A Primer on Partial Least Squares Structural Equation Modeling, Sage, Thousand Oaks, CA.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM). SAGE Publications, Inc.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. doi:10.1108/EBR-11-2018-0203.
Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. In New challenges to international marketing (Vol. 20, pp. 277-319). Emerald Group Publishing Limited.
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297. doi:10.1080/13803611.2015.1018278
Huang, Y. C. (2021). A Survey Study on Pre-service Teachers' Professional Identity and Influential Factors. Journal of Shanghai Normal University (Philosophy and Social Science Edition) (04),99-106. doi:10.13852/J.CNKI. JSHNU.2021.04.011.
Ingersoll, R. M., & Smith, T.M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88, 2 8–40.
Jungert, T., Alm, F. & Thornberg, R. (2014) Motives for Becoming a Teacher and Their Relations to Academic Engagement and Dropout among Student Teachers. Journal of Education for Teaching: International Research and Pedagogy, 40, 173-185. https://doi.org/10.1080/02607476.2013.869971.
Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of e-Collaboration (ijec), 11(4), 1-10.
Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and teacher education, 20(1), 77-97.
Li, M. (2018). Understanding the Changes and Characteristics of Pre-service English Teachers' Motivation to Teach. Journal of Jiangsu Second Teachers College (03), 38-42.
Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A four country study of teaching self-efficacy. Australian Journal of Teacher Education (Online), 38(1), 27-44.
Ma, J. (2019). An Exploration of the Relationship between Professional Identity and Attitudes toward Educational Policies and Motivation to Teach of Publicly-funded Teacher Trainees in Ningxia. Education Observation (23), 61-64.
Ma, H. Y., Cai, Y. X., Tang, H. E., Wu, L. D., Li, K., & Zhou, Z. K. (2013). The internal structure and characteristics of teacher trainees' professional identity of teaching. Research on Teacher Education (01), 49-54. doi:10.13445/j.cnki.t.e.r.2013.01.013.
Ma, Y., & Zhao, C. C. (2007). Research on rural teachers' motivation to teach. Modern Education Science (08), 73-74.
Ngah, A. H., Zainuddin, Y., & Thurasamy, R. (2015). Barriers and enablers in adopting of Halal warehousing. Journal of Islamic Marketing, 6(3), 354-376. doi:10.1108/JIMA-03-2014-0027
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
Qu, M. H. (2021). A study on teacher professional identity of six-year publicly-funded teacher training graduates (Master's thesis, Guangxi Normal University).
Suo, C. Q., Liu, X. T., & Wang, Y. (2022) The relationship between rural early childhood teachers' motivation to teach and their long-term willingness to teach: the mediating role of job satisfaction. Research on Education and Teaching (01), 74-83.
Sinclair, C. (2008) Initial and Changing Student Teacher Motivation and Commitment to Teaching. Asia-Pacific Journal of Teacher Education, 36, 79-104. https://doi.org/10.1080/13598660801971658.
Sachs, J. (2005). Teacher Education And The Development Of Professional Identity: Learning To Be A Teacher1. In Connecting policy and practice (pp. 5-21). Routledge.
Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers' professional identity formation: between being born as a teacher and becoming one. Educational studies, 35(4), 361-378.
Simmering, M. J., Fuller, C. M., Richardson, H. A., Ocal, Y., & Atinc, G. M. (2015). Marker variable choice, reporting, and interpretation in the detection of common method variance: A review and demonstration. Organizational Research Methods, 18(3), 473-511.
Stufflebeam, D. L. (2000). The CIPP model for evaluation. In Evaluation models: Viewpoints on educational and human services evaluation (pp. 279-317). Dordrecht: Springer Netherlands.
Ungert, T., Alm, F., & Thornberg, R. (2014) Motives for Becoming a Teacher and Their Relations to Academic Engagement and Dropout among Student Teachers. Journal of Education for Teaching: International Research and Pedagogy, 40, 173-185. https://doi.org/10.1080/02607476.2013.869971.
Urzua, A., & Vasquez, C. (2008). Reflection and professional identity in teachers’ future-oriented discourse. Teaching and teacher education, 24(7), 1935-1946.
Wang, X. Y. (2020). A survey study of early childhood teachers' motivation to teach. Educational Theory and Practice (19), 49-52.
Wei, C. H., Zhang, X. H., Zhao, H. Y., Zhang, X., & Yan, F. (2013). A study of free teacher trainees' types of professional identity and their learning motivation characteristics. Research on Teacher Education (03),66-71+85.
Wei, S. H. (2008). Research on teachers' professional identity (Doctoral dissertation, Southwest University of China).https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CDFD0911&filename=2009046640.nh
Xiang, M. W. (2021). Research on the Professional Identity of English Teachers under the Cultivation System of Publicly-funded Teacher Training Students (Master's thesis, Qufu Normal University). https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202201&filename=1021076653.nh
Xie, L., Zeng, X. Y., Wu, L. M., & Wang, R. M. (2018). The effect of school climate on teacher trainees' professional identity as teachers: the mediating role of motivation to teach. Psychological Advances in Physics, 8(6), 836-842.
Xiong H. X., Zhang J., & Zheng, X. (2013). Methodology influences outcome? The nature, impact, and control of method variation. Psychological Inquiry New (03), 195-199.
Xu, D. T. (2021). Research on the influence of educational internship on teacher trainees' professional identity (Master's thesis, Anqing Normal University). http://222.206.187.253:80/rwt/CNKI/https/NNYHGLUDN3WXTLUPMW4A/kcms2/article/abstr
Yang, Z. J. (2021). A study on the relationship between pre-service teachers' professional identity and TPACK (Master's thesis, Northeast Normal University). https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202201&filename=1021631054.nh
Yao, M. L. (2006). Learning Psychology: Basic Laws of Learning and Behavior. Beijing: Beijing Normal University Press.
Zhao, H. Y., & Zhang, X. H. (2015) The influence of education policy on free teacher trainees' motivation to teach and professional identity. Journal of Beijing Normal University (Social Science Edition) (04), 51-59.
Zhao, H. Y., & Zhang, X. H. (2016). The roles of policy satisfaction and teacher support on free teacher trainees' professional identity: mediating effects of motivation to teach. Psychological Development and Education (06), 725-732.
Zhang, J., &Guo, D.J. (2003). The relationship between internal and external motivation. Advances in Psychological Science (05), 545-550.
Zhang, Y., Zhao, H.Y., Qi, T.T. & Zhang, X. H. (2011). A study on the relationship between free teacher trainees' professional identity of teaching and their learning motivation and academic achievement. Psychological Development and Education (06), 633-640.
Zhu, Y. (2021). The influence of family capital on physical education teacher trainees' learning engagement: the mediating effect of professional identity (Master's thesis, Southwest University). https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202201&filename=1021767305.nh

In-Text Citation: (Nana & Mamat, 2023)
To Cite this Article: Nana, J., & Mamat, N. (2023). A Survey of Pre-service Teachers’ Motivation to Teaching and Teachers Professional Identity: The Case of Heze University in China. International Journal of Academic Research in Business and Social Sciences, 13(8), 156– 172.

Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode