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Eghtesadi Roudi, A. (2017). Expectancy-Value Theory and FIT-Choice Model: Frameworks for Studying Motivations of Student Teachers in Shahid Beheshti Campus of Mashhad for Becoming Teachers. Theory and Practice in Teachers Education, 1(2), 29-53.
Ahmad Reza Eghtesadi Roudi. "Expectancy-Value Theory and FIT-Choice Model: Frameworks for Studying Motivations of Student Teachers in Shahid Beheshti Campus of Mashhad for Becoming Teachers". Theory and Practice in Teachers Education, 1, 2, 2017, 29-53.
Eghtesadi Roudi, A. (2017). 'Expectancy-Value Theory and FIT-Choice Model: Frameworks for Studying Motivations of Student Teachers in Shahid Beheshti Campus of Mashhad for Becoming Teachers', Theory and Practice in Teachers Education, 1(2), pp. 29-53.
Eghtesadi Roudi, A. Expectancy-Value Theory and FIT-Choice Model: Frameworks for Studying Motivations of Student Teachers in Shahid Beheshti Campus of Mashhad for Becoming Teachers. Theory and Practice in Teachers Education, 2017; 1(2): 29-53.

Expectancy-Value Theory and FIT-Choice Model: Frameworks for Studying Motivations of Student Teachers in Shahid Beheshti Campus of Mashhad for Becoming Teachers

مطالعات سیاست گذاری تربیت معلم
Article 2, Volume 1, Issue 2, September 2017, Pages 29-53    PDF (416.07 K)
Document Type: Original Article
Author
Ahmad Reza Eghtesadi Roudi*
Assistant Professor of ELT, Farhangian University, Shahid Beheshti Campus of Mashhad.
Abstract
In all countries, teaching is among highly important jobs and for this reason, motivations to become a teacher have received various research attention. To provide a systematic framework for studying teaching motivations based on expectancy-value theory, Watt and Richardson developed the FIT-Choice model and scale. In this study, after examining the reliability and construct validity of this scale, motivations and perceptions of 175 of freshmen at Shahid Beheshti Campus of Mashhad were studied. Results showed holiness of teaching which has not been taken into account in FIT-Choice model had the highest mean and it was followed by social utility values including making social contribution, shape future of children/adolescents, and intrinsic career value, ability, and prior teaching and learning experiences. Personal utility value of job security was also among the important motivations, but other personal utility values such as time for family were at lower levels. Moreover, although students viewed teaching a difficult, ill-paid job, which requires expertise, they were satisfied with their choice of teaching. Results also show that the motivations and perceptions of Iranian student teachers are similar to the motivations of student and novice teachers in other countries where FIT-Choice model has been used. Another finding was that students of science majors had lower motivations and perceptions compared to the students of humanities. The results indicate the necessity of maintaining and improving the motivations of student teachers and planning so that motivations of science and math high school students for becoming teachers are also improved.

Keywords
Motivation; perception; teaching job; expectancy-value theory; FIT-Choice model
References
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