| Title: |
Enhancing Student Teachers' Motivation for Job Retention through a Practice-Based Learning Strategy |
| Language: |
English |
| Authors: |
Zhanna Sagitova (ORCID 0000-0002-6139-0044); Kehinde Clement Lawrence (ORCID 0000-0002-4740-4630); Zhazira Abdykhalykova (ORCID 0000-0002-2541-2437) |
| Source: |
Educational Process: International Journal. Article e2025104 2025 15. |
| Availability: |
UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Learning Strategies; Job Satisfaction; Comparative Analysis; Intervention; Teacher Motivation; Teacher Persistence; Faculty Mobility; Student Teachers; Student Teacher Attitudes; Teacher Education Programs; Foreign Countries |
| Geographic Terms: |
Kazakhstan |
| ISSN: |
2147-0901; 2564-8020 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1475817 |
| Database: |
ERIC |