Motivation of Prospective Teachers in Associate Degree in Education [ADE] and B.Ed. [Hons] Elementary Programs in Gilgit-Baltistan

Oct 15, 2026

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The study examines motivation among prospective teachers in Pakistan pursuing teaching careers through Associate Degree in Education (ADE) and B.Ed. (Hons) Elementary programs in Gilgit-Baltistan. Using the Factors Influencing Teaching Choice (FITchoice) survey, data were collected from 92 prospective teachers admitted via Karakoram International University and government colleges of education. Findings emphasize intrinsic values (affection for children and interest in teaching) and support intrinsic and social values, while highlighting limitations from sample size.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Background and Context of the Study

Abstract

Keywords

Motivation of Prospective Teachers in Associate Degree in Education [ADE] and B.Ed. [Hons] Elementary Programs in Gilgit-Baltistan Muhammad Ramzan*, Javed Iqbal** and Asif Khan** Abstract This study seeks to understand the motivation of prospective teachers in Pakistan for embarking upon a teaching career. The study, which was conducted in the Gilgit-Baltistan region of Pakistan, used a survey instrument called Factors Influencing Teaching Choice (FITchoice) to generate data. The sample of the study was 92 prospective teachers admitted to Associate Degree in Education and B.Ed. (Hons) programs through Karakoram International University and three government colleges of education. To better understand the motivation, four sets of variables were used: 1) intrinsic values (interest and desire for teaching profession), 2) personal utility values (job security), 3) social utility value (making social contribution), and 4) fallback career (limited opportunities).The findings of the study show that respondents were motivated to join the teaching profession due to their affection forchildren and their interest in the teaching profession (intrinsic value) . The respondents were explicit while giving their opinion in favor of the intrinsic and social values of the teaching profession. Although the findings of the current study do not concur with the results of earlier studies conducted to explore the same topic in other developing countries, they are encouraging and significant because they indicate a positive change in how people perceive the teaching profession. However, the small sample and the exploratory nature of the study raise difficulties when making broader generalizations. Based on the findings of this study, it is suggested that policy makers need to revise the teachers‘ recruitment and preparation policies by taking into account certain measures. Keywords: Prospective teachers, Teacher motivation, ADE, B.Ed. *Associate Professor, Department of Educational Development, Karakoram International University Gilgit **Assistant Professor, Department of Educational Development, Karakoram International University Gilgit Introduction Scholars in both Western and developed countries have extensively researched the topic of the individual‘s motivation to join the teaching profession (Watt & Richardson, 2008; Watt & Richardson, 2006) . Their studies, which examined intrinsic, extrinsic, adaptive, and maladaptive factors, found that intrinsic factors were the primary motivators in determining the individual‘s decision to enter the teaching profession (Bruinsma & Jansen, 2010) . However, limited empirical studies on this subject have emerged from developing countries (Yong, 1995).The studies that do exist found that extrinsic factors, such as salary and fringe benefits, were the primary determinants of the individual‘s choice to become a teacher (Chivore, 1988; Abangma, 1981) . Because little research has been done on the motivation of educators in Pakistan, it is difficult to make certain assumptions about why people choose to become teachers in Pakistan. There is a general impression that people who fail to secure jobs in other sectors of the economy lean towards the teaching profession in Pakistan (Rahman, 2004) . Present recruitment policies have very narrow standards; they only highlight the candidate‘s qualifications and the outcome of interviews. On the other hand, the World Bank‘s criteria for the appointment of new teachers suggest that teachers should be appointed on the basis of their interest in teaching and knowledge of their subjects (Young, 1995) . Research also suggests a correlation between the candidates‘ motivation and the success of implementing new and effective educational programs (Watt & Richardson, 2006) . Therefore, the intent of this study was to explore what kind of circumstances motivates prospective teachers to join the teaching-related programs in Pakistan. The study used four sets of variab

FAQs

What was the purpose of the study on prospective teachers in Gilgit-Baltistan?

The study aimed to understand what motivates prospective teachers in Pakistan to pursue teaching-related programs through ADE and B.Ed. (Hons) Elementary.

How was teacher motivation measured in this research?

The study used the survey instrument Factors Influencing Teaching Choice (FITchoice) to generate data from prospective teachers.

Which factors were most influential according to the findings?

Respondents were mainly motivated by intrinsic values, including affection for children and interest in the teaching profession, with support also for intrinsic and social values.

Oct 15, 2026

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