A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand

Oct 15, 2026

New Zealand policy prioritizes attracting and retaining high-quality individuals for teaching by enabling multiple pathways into initial teacher education (ITE), particularly for students underrepresented in teacher training. This study compares student motivation across Certificate of Introduction to Early Childhood Education and Bachelor of Education (primary and ECE specialism) cohorts. Motivation is linked in prior work to success through qualification and employment. Data from questionnaires and focus groups shows both groups share remarkably similar altruistic, intrinsic, and extrinsic motivations despite entry achievement differences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

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Australian Journal of Teacher Education | Volume 42 | Issue 11 | Article 6 | | --- | --- | | 2017
A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand
Vivienne Hogan
AUT Auckland University of Technology, [vivienne.hogan@aut.ac.nz](vivienne.hogan@aut.ac.nz)
Lynette Reid
AUT Auckland University of Technology, [lynette.reid@aut.ac.nz](lynette.reid@aut.ac.nz)
Dale Furbish
AUT Auckland University of Technology, [dale@orcon.co.nz](dale@orcon.co.nz) | | Recommended Citation Hogan, V., Reid, L., & Furbish, D. (2017). A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand. Australian Journal of Teacher Education, 42 (11). Retrieved from [http://ro.ecu.edu.au/ajte/vol42/iss11/6](http://ro.ecu.edu.au/ajte/vol42/iss11/6) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss11/6](http://ro.ecu.edu.au/ajte/vol42/iss11/6) Australian Journal of Teacher Education A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand Vivienne Hogan Lynette Reid Dale Furbish AUT Auckland University of Technology, New Zealand Abstract: In New Zealand the Ministry of Education is committed to attracting and retaining ‘high quality individuals’ to the teaching profession who represent the diverse cultural and socio-economic communities in the country. One way to achieve this has been through the provision of multiple pathways into initial teacher education (ITE). Such pathways provide access for students significantly underrepresented in Teacher Education. This research sought to investigate and compare the motivation of students enrolled on the Certificate of Introduction to Early Childhood Education (ECE) or the Bachelor of Education (BEd) Primary andECE specialism. As other research has suggested, there is a correlation between student motivation to teach and their success in ITE programmes, through to being qualified and working in the teaching profession. Qualitative and quantitative data was gathered from a questionnaire and focus groups, using semi-structured questions to expand on questionnaire responses. Findings from data sources highlighted that, despite the differences in academic achievement on entry between both groups, motivations for pursuing teaching as a career were remarkably similar, showing comparable responses in relation to altruistic, intrinsic and extrinsic motivation. Keywords: motivation; initial teacher education; non-traditional students; student teachers Introduction International attention to improving the quality of new entrants into teacher education has resulted in recent policy initiatives regarding entry requirements for teacher education programmes. In March 2016, the Department for Education in England produced a document which sets out initial teacher training criteria and supporting advice for accredited initial teacher training providers. In August 2015, in Australia, the Australian Institute for Teaching and School Leadership (AITSL) published new guidelines for the selection of entrants into initial teacher education (ITE) . Despite commonalities in the recommended guidelines for entry to ITE programmes in these countries, including a general move to postgraduate entry, there are significant differences regarding what are considered minimal acceptable standards for entry into teacher education and, more importantly, how these are measured. For example, in Australia, new guidelines for ITE providers for the selection of entrants into initial teacher education include the following objective (1.2): Vol 42, 11, November 2017 81 Australian Journal of Teacher Education In selecting entrants into their programs, it is critical that providers of initial teacher education identify and admit only those

FAQs

What problem does the research address about teacher education pathways in New Zealand?

The research examines how multiple entry pathways into ITE support students who are significantly underrepresented in teacher education, and it focuses on comparing their motivation to become teachers.

Which student groups are compared in the study?

The study compares motivations of students enrolled in the Certificate of Introduction to Early Childhood Education (ECE) and students in the Bachelor of Education (BEd) Primary and ECE specialism.

How were student motivations collected and analyzed?

Motivational data were gathered using a questionnaire and focus groups with semi-structured questions that expand on questionnaire responses.

Oct 15, 2026

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