REASONS MEN IN KAZAKHSTAN CHOOSE A TEACHING CAREER: A REPLICATION STUDY USING THE FIT CHOICE SCALE

Abstract

The purpose of this study was to understand student teachers’ motivation to enter the teaching career as Kazakhstani men. This study was guided by two research questions: Why do men choose to become teachers? and what beliefs do men have about teaching? This research replicated the Factors Influencing Teaching (FIT) choice scale, a quantitative approach designed by Watt and Richardson (2007). The survey included a scale from one to seven to express the spectrum of opinions. The survey was distributed to 14 regions and the three national status cities of Kazakhstan. A total of 562 men from across the country filled out the survey about their teaching career motivation and beliefs. The quantitative data was analysed using R studio. Multiple MANOVAs were applied to the motivation factors and beliefs items. Chi-square tests were used to find associations among the motivation and demographics items. The findings of this study showed correlations with international findings, along with unique data. Student teachers in Kazakhstan were motivated intrinsically and altruistically, but they also were motivated by job security and identified that their teachers have had a positive impact on career choices. Findings demonstrated that men in Kazakhstan think teaching is demanding and are satisfied with their career choice. In contrast to international findings Kazakhstani student teachers believe that teaching is a high-status profession. Student teachers suggested a higher salary and better-quality career counselling at the school level to attract more men into teaching. Further studies are recommended to get a deeper and richer image of motivation. Practical implications for schools and school leaders, policymakers, and men in teaching and those planning to enter the teaching field are discussed. Keywords: motivation, teaching, beliefs, career choice, FIT choice scale, male teachers