Factors Influencing Teaching Career Choice Among Cambodian Student Teachers

Strategic Insights -

A recent study aimed to investigate the factors that influence fourth-year primary and lower secondary school student teachers in Cambodia to choose teaching as a career. The study, using a quantitative paradigm, surveyed 223 participants and identified four main factors affecting their decision: the influence of others, extrinsic and intrinsic motivational influences, altruistic motivation, and sociocultural factors. The findings suggest that altruistic motivation had the most significant influence on teaching career choice, followed by teacher influence and intrinsic motivation, while teaching as a fallback career had the least influence.

Key Takeaways:

  • The study found that altruistic motivation had the highest mean score (M=4.26, SD=0.59) and was the most significant influence on teaching career choice.
  • Teacher influence had the second greatest influence (M=4.20, SD=0.65) on teaching career choice.
  • Intrinsic motivation (M=4.17, SD=0.62) was also a significant influence on teaching career choice.
  • Teaching as a fallback career had the lowest mean score (M=2.37, SD=1.12) and was the least influential factor in teaching career choice.
  • The study highlighted the importance of fostering altruistic motivation and teacher influence in shaping teaching career choices in Cambodia.
  • The findings have implications for the Cambodian ministry of education, parents, administrations, teachers, students, and researchers to refine recruitment policies, increase efforts, and prepare programs for teaching careers.
  • The study's results can inform policy and practice in teacher education and recruitment in Cambodia, potentially leading to improved teacher quality and student outcomes.

Statistics:

  • 71.3% of participants were aged 22-25 years.
  • 24.2% of participants were aged 26-29 years.
  • 4.5% of participants were in other age groups.
  • Overall, 223 participants were surveyed for the study.

Sources:

  • MoEYS (2023)
  • TPAP: 2024--2030, 2023
  • ESP: 2024--2028, 2024
  • Sardana et al. (2021)
  • Martinez Moreno & Petko (2023)