ERIC Number: EJ1475817
Record Type: Journal
Publication Date: 2025
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2147-0901
EISSN: EISSN-2564-8020
Available Date: 0000-00-00
Enhancing Student Teachers' Motivation for Job Retention through a Practice-Based Learning Strategy
Educational Process: International Journal, v15 Article e2025104 2025
Background/purpose: The current study examined the possibility of utilising a practice-based learning strategy to enhance the motivation for job retention among student teachers. Materials/methods: These participants were randomly assigned to either the practice-based learning strategy (PBLS) group (44) or to the control group (45). The teachers' motivation for choosing to remain in the teaching profession questionnaire ([alpha] = 0.77) and the Blais inventory of work motivation ([alpha] = 0.81) were employed for data collection. The data was analysed using independent t-tests, the analysis of covariance, and Cohen's d effect size. Results: The PBLS intervention significantly enhanced student teachers' motivation for job retention, as indicated by the mean scores of 45.30% for the intervention group and 35.44% for the control group. The participants exposed to PBLS (M= 40.30; SD = 6.85), t(88) = 13.576, p < 00) demonstrated greater improvement compared to those in the control group (M = 35.44; SD = 9.89). Furthermore, the study found a very large effect size of 1.834 using Cohen's d methods. Conclusion. The socio-economic status of the participants' parents was found to have a significant interactive effect on the motivation for job retention. In conclusion, a PBLS effectively helps enhance student teachers' motivation for job retention.
Descriptors: Learning Strategies, Job Satisfaction, Comparative Analysis, Intervention, Teacher Motivation, Teacher Persistence, Faculty Mobility, Student Teachers, Student Teacher Attitudes, Teacher Education Programs, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kazakhstan
Grant or Contract Numbers: N/A
Author Affiliations: N/A