Purpose: This research aims to explore the teaching motivation level of pre-service preschool teachers. Methods: A total of 432 pre-service teachers from local undergraduate institutions in China were selected to investigate the dimensions of their teaching motivation, employing the "Factors Influencing Teaching Choice Scale". Results: Pre-service teachers in local undergraduate colleges in China are generally more motivated to teach. Among the motivational factors, the social utility value factor was the strongest and the fallback career factor was the weakest. The study suggests that local undergraduate institutions in China should guide pre-service preschool teachers to improve their understanding of the professional value of early childhood teaching, establish professional beliefs, clarify their professional inclinations, establish reasonable professional expectations, and actively respond to the challenges of professional specialization.
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In-Text Citation: (Shen & Luen, 2022)
To Cite this Article: Shen, L., & Luen, L. C. (2022). Pre-service Preschool Teachers' Teaching Motivation in Local Undergraduate Colleges of China. International Journal of Academic Research in Business and Social Sciences. 12(7), 1453– 1471.
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