WHAT MOTIVATES STUDENT TRAINEES TO BECOME A PHYSICAL EDUCATION TEACHER?
Authors: DAVID SHAW, PHILIP M. WILSON, DIANE E. MACK
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Grounded in Self-Determination Theory (SDT; Deci & Ryan, 2002), the purpose of this study was to examine the role of perceived autonomy support, structure, and involvement experienced by trainee teachers from parents/guardians, professors, and high school teachers on the motivation to become a physical education teacher (PET). Using a non-experimental design, student trainees at a mid-sized Canadian university (N = 137) completed a self-report instrument on a single occasion. Multiple regression analysis indicated that perceived involvement from parents/guardians and perceived structure from high school teachers were key predictors of motivation to become a PET. No link was evident between any type of perceived support experienced by student trainees from university professors and motivation to become a PET. Overall, the results of this study support Deci and Ryan’s (2002) contentions within the framework of SDT by verifying that perceptions of structure and involvement can be key mechanisms fueling optimal motivation for career planning with reference to becoming a PET