Enhancing Student Teachers’ Motivation for Job Retention Through a Practice-Based Learning Strategy

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 (α = .77) and the Blais inventory of work motivation (α = .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.

Keywords: Teacher’s job retention, parental socioeconomic status, practice-based learning strategy, pre-service teacher

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