The Reason for Becoming a Teacher Educator: A Study on Teacher Educators’ Motives and Well-Being

Abstract

This study was conducted to find out the reasons for becoming a teacher educator, to analyze the teacher educators’ well-being at the university level, and to ascertain the difference between teachers’ opinions based on demographic variables. All the male and female teachers (31 teachers) and 1347 male and female students from the Department of Education of two colleges and three universities of Rahim Yar Khan were the population of the study. The census sampling technique was used to select the whole population of teachers as a sample because the population of the teachers was small and the stratified random sampling technique was used to select the sample of the students. Finally, 31 teachers (19 males and 12 females) and 674 students (339 males and 335 females) from the Department of Education were selected. A 54- item questionnaire for teachers and a 32-item questionnaire for students, self-structured were used. Thirty-one questionnaires for teachers and six hundred and seventy-four questionnaires for students were distributed among the participants. The researcher used both descriptive and inferential statistical techniques to analyze the collected data of 705 participants by using SPSS. The results revealed that the majority of aspiring educators are encouraged towards the teaching profession however the already inducted in the teaching profession has some concerns. A motivational environment and well-being of teachers should also be provided to the teachers to satisfy their extrinsic needs which will enhance their intrinsic motivation to explore their expertise in the teaching profession as committed teachers