Motives of Masters for the Teaching Profession: Development of the MMTP Questionnaire

Table 1

Overview of studies on measurement of motivation for entering the teaching profession.

	Scale	Scale construction	Quantitative factor analysis	Factors
1	Trainees’ reasons for choosing teaching as their career [10]	Open-ended questions ( = 133 students)	None; 3-factor model based on theoretical framework	(1) Extrinsic; (2) Intrinsic; (3) Altruistic
2	Reasons for entry into teaching [11]	Existing questionnaire [18], adapted after focus group	None; 4-factor model based on a posteriori categorization ( = 272 students)	(1) Altruistic; (2) Nature of teaching job; (3) Job market; (4) Monetary and incentives
3	Students’ selection of the elementary education major [19]	By the researchers on the basis of theory	6-factor model ( = 176 students)	(1) Internal motives; (2) Job benefits; (3) Status of the profession; (4) Relatives influences; (5) External motives; (6) Teacher influences
4	Student teachers’ motivation to become a secondary school teacher [13]	Previous studies, amended by own explorative research	None
5	Reasons for choosing the teaching profession [9]	Open interviews ( = 96 students and 4 lecturers), combined with focus groups ( = 30 students)	3-factor model ( = 1444 students)	(1) Extrinsic; (2) Intrinsic; (3) Altruistic
6	Reasons for respondents’ choice of teaching [20]	Brainstorm by experts	5-factor model ( = 74 students)	(1) Social status; (2) Career fit; (3) Prior considerations; (4) Financial reward; (5) Time for family
7	Modified Orientations for Teaching Survey (MOTS) [12]	Orientations for teaching survey [21]	10-factor model ( = 98 students)	(1) Working with children; (2) Worth of teaching; (3) Intellectual stimulation; (4) Ease of entry/work; (5) Dissatisfaction; (6) Career considerations; (7) Help others; (8) Conditions; (9) Influence of others; (10) Pattern of interaction
8	Factors Influencing Teaching Choice (FIT-Choice) scale [14]	By the researchers on the basis of theory and previous studies	18-factor model ()	(1) Intrinsic value; (2) Job security; (3) Time for family; (4) Job transferability; (5) Shape future; (6) Enhance social equity; (7) Make social contribution; (8) Work with children/adolescents; (9) Perceived ability; (10) Prior teaching and learning; (11) Social influence; (12) Fallback career; (13) Expert career; (14) High demand; (15) Social status; (16) Salary; (17) Social dissuasion; (18) Satisfaction with choice
9	Motivatie om docent te worden [Motivation to become a teacher] [15]	Retrospective by teachers in function, question with open end, initially encoded with 18 first-order constructs of FIT-Choice scale	21-factor model ( = 1177 teachers)	Factors 1–18 of study 8; (19) Care for the discipline; (20) Transfer knowledge and skills; (21) Not encodable
10	Reasons for Teaching Scale (RTS) [22]	Student teachers’ motivation to become a secondary school teacher [13]	6-factor model ( = 215 students)	(1) Intrinsic value; (2) Job benefits; (3) Meaningful relationships; (4) Altruistic views; (5) Ability; (6) Opportunities