Thus, through analyzing the strongest reasons motivating students to study preschool education at the College of Education, we see that those reasons do not clearly reflect their social pedagogy.
3.1.2. Reasons for choosing the teaching profession of preschool students under the cross-section of the training system
Table 3.2. Reasons for choosing teaching profession of preschool students according to training system cross-section
STT
Reason for choosing the career | Intermediate | College | t(298) | |||
Average | DLC | Average | DCL | |||
1 | I chose teaching because of this profession. suitable for one's ability | 3.24 | 1,123 | 3.34 | 1,032 | 0.816 |
2 | I chose teaching because I love this profession and want to become one. teacher | 3.66 | 1,332 | 3.61 | 1,131 | 0.357* |
3 | I chose teaching because I wanted to have stable job | 3.51 | 1,092 | 3.22 | 1,000 | 2,339 |
4 | I chose teaching because of this profession. easier to get a job after graduation | 3.87 | 1,137 | 3.73 | 0.991 | 1,212 |
5 | I chose teaching because I wanted to learn. close to home to save money | 3.69 | 1,215 | 3.86 | 1139 | 1,189 |
6 | I chose teaching because of this industry. no tuition | 4.12 | 1,094 | 4.19 | 0.944 | 0.609 |
7 | I chose teaching because it is profession respected and honored by society | 3.92 | 1,142 | 3.56 | 1,079 | 2,732 |
8 | I chose teaching as a profession because advice from parents, friends, teachers | 3.23 | 1,389 | 3.03 | 1,257 | 1,330 |
9 | I chose teaching because I wanted to contribute my efforts to the development of society. social development | 3.92 | 1,009 | 3.62 | 1,074 | 2,458* |
10 | I chose teaching because I love it. young, love working with children | 3.08 | 1,161 | 3.36 | 1,018 | 2,254 |
11 | I chose teaching because of tradition. family tradition is teachers | 2.35 | 1,447 | 2.05 | 1,265 | 1,848 |
12 | I chose teaching because of this profession. suit your personality | 3.35 | 1,179 | 3.38 | 1,026 | 0.252 |
13 | I chose teaching because I wanted to have more time to take care of my life. family later | 3.35 | 1,186 | 3.24 | 1,001 | 0.803* |
14 | I chose teaching because I couldn't pass the exam. | 2.91 | 1,539 | 2.81 | 1,452 | 0.555 |
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15 | I chose teaching because of time. short course (2-3 years) | 3.39 | 1,380 | 3.09 | 1,425 | 1,787 |
Table 3.2 shows that the reasons for choosing a career between the two TC and CD systems are not significantly different. Both training systems highly appreciate external reasons, internal reasons are also given attention but at a low level.
For the TC system, the reason "I chose teaching because this major does not require tuition fees" was the reason chosen with the highest GPA of 4.12 (up to 79.2% of students).
choose options 4 and 5), then "I chose teaching because it is a profession
respected and honored by society", "I chose teaching because I want to contribute my efforts to the development of society" with the same GPA of 3.92 (with more than 75% of students choosing options 4 and 5). These two reasons reached the level of "Mostly true for me".
Meanwhile, the reason “I chose this career”
teaching because of love for the profession
this and hope
"I want to become a teacher" has an average score of 3.66 (64.2% of students chose options 4 and 5), the reason "I chose teaching because I love children, I really enjoy working with children" has an average score of 3.08 (of which 60.8% chose options 1, 2 and 3) and only stops at the third level of "Half true, half false".
Meanwhile, for the college system, the reason for choosing the teaching profession "I chose teaching because this major does not require tuition fees" was also rated by students with the highest score with an average score of 4.19 (79.4% of students chose options 4 and 5), followed by "I chose teaching because studying near home saves money" with an average score of 3.86 (70.6% of students chose options 4 and 5). However, reasons originating from internal motivation were chosen by students with lower options such as "I chose teaching because I love this profession and want to become a teacher" with an average score of 3.61 (students choosing options 4 and 5 accounted for 57.8%), the reason "I chose teaching because I love children, I like working with children" had an average score of 3.36 (53.9% of students chose options 4 and 5).
Through the above data, it shows that career orientation is expressed
The reasons for choosing a career in the two training systems are clearly shown.
choose a career
still being
driven by factors
outside, not interested
Internal factors. Although in the CD system, the internal factors are more positive than in the TC system, they are still not in the "Half right, half wrong" threshold.
3.1.3. Reasons for choosing the teaching profession of preschool students under the cross-section of learning outcomes
Table 3.3. Reasons for choosing teaching profession of preschool students under the cross-section of learning outcomes
STT
Reasons for choosing teaching career | Type 1 (good, fair) | Type 2 (TBK, TB) | t(298) | |||
Average | DLC | Average | DCL | |||
1 | I chose teaching because it suits my abilities. | 3.39 | 1,070 | 3.21 | 1,063 | 1,461 |
2 | I chose teaching because I love this profession and want to become a teacher. | 3.63 | 1,126 | 3.63 | 1,310 | 0.025 |
3 | I chose teaching because I wanted a stable job. | 3.27 | 1,026 | 3.41 | 1,066 | 1,203 |
4 | I chose teaching because it's easier to get a job after graduation. | 3.72 | 1,041 | 3.86 | 1,063 | 1,137 |
5 | I chose teaching because I wanted to study near home to save money. | 3.78 | 1,153 | 3.80 | 1,195 | 0.138 |
6 | I chose teaching because it doesn't require tuition. | 4.00 | 1,052 | 4.34 | 0.920 | 2,985 |
7 | I chose teaching because it is a profession that is respected and honored by society. | 3.58 | 1,124 | 3.84 | 1,095 | 2,036 |
8 | I chose teaching as a career because of the advice of my parents, friends, and teachers. | 3.16 | 1,286 | 3.06 | 1,345 | 0.652 |
9 | I chose teaching because I wanted to contribute my efforts to social development. | 3.75 | 1,046 | 3.72 | 1,073 | 0.233 |
10 | I chose teaching because I love children and enjoy working with them. | 3.94 | 0.852 | 2.46 | 0.723 | 16,100 * |
young | ||||||
11 | I chose teaching because of my family tradition of teachers. | 2.22 | 1,316 | 2.11 | 1,384 | 0.670 |
12 | I chose teaching because it suits my personality. | 3.41 | 1,054 | 3.33 | 1,128 | 0.616 |
13 | I chose teaching because I wanted to have more time to take care of my family in the future. | 3.31 | 1,028 | 3.26 | 1,136 | 0.336 |
14 | I chose teaching because I failed the entrance exams to other schools. | 3.00 | 1,427 | 2.68 | 1,537 | 1,868* |
15 | I chose teaching because of the short study time (2-3 years). | 3.21 | 1,389 | 3.21 | 1,443 | 0.003 |
According to the TTest results, the reasons for choosing a career of type 1 and type 2 students also have certain differences. Although the most chosen reason of the two types is still the external factor "I choose teaching because this profession does not require tuition", the GPA of type 2 is 4.34 (while type 1 is 4.00) and it is shown more clearly in the percentage (%). For type 1 students, only 75%
choose options 4 and 5 while, options 4 and 5.
In type 2 students, up to 84.2% chose
When considering internal factors, this difference is even more evident. The reason “I chose teaching because I love children and enjoy working with them” was highly rated by type 1 students (average score 3.94) and was the second most chosen reason (82.6% of students chose options 4 and 5). For type 2 students, this reason was rated quite low with an average score of 2.46 (only 42.2% of students chose options 4 and 5). The reason “I chose teaching because it suits my personality” was also rated more positively by type 1 students than type 2 students (56.3%/50.7% of students chose options 4 and 5).
Among the reasons for choosing a career of preschool students that we have given, the reasons for choosing a career based on awareness of one's own abilities, interest in the career, awareness of social needs for the career, etc. are all mentioned. However, the data collected from these options shows that most of the above issues are not strong motivations for students.
to current professions. Instead of coming to a profession based on one's own abilities,
suitable for the profession, or because of love for the profession
pedagogy, love children... a set
part
Preschool students come to this profession because it is easy to find a job after graduation, not because
pay tuition or simply study near home to save money... In our opinion,
The reason for this situation is that career guidance in high schools has not received due attention. Career guidance activities are often just a formality. There are no properly trained experts in charge of equipping students with knowledge about professions, as well as advising them on their own abilities.
Regarding this issue, we conducted in-depth interviews with teachers who are directly teaching preschool students at the school. Ms. Đ.TMH - Preschool Department, Faculty of Pedagogy said: "As far as I know, some students did not initially intend to do this, but because they failed to get into another school, they had to temporarily enroll to wait for the opportunity to retake the exam at another school next year. However, not all students who intend to retake the exam for another major persevere to carry out that plan. Students in the first semester are still enthusiastic about the intention to retake the exam, but this number decreases as time goes on."
Thus, through the research results on the reasons for choosing a career of preschool students of CDBD School, we see that the motivation for choosing a career of students mainly comes from external motivations, social relationship motivations. The right motivations coming from the students themselves and the profession they study have not yet had a strong driving force for their career choice. The sentiment in choosing that profession will certainly have a significant impact on the learning process, the trust and confidence in the profession they study as well as the development of the students' own abilities. The research results also show the importance and necessity in improving the quality of career counseling in current high schools.
3.2. Assessment of preschool students' level of interest in teaching profession
3.2.1. Students' assessment of their level of interest in teaching from a general perspective
As analyzed above, career passion is a basic and important component.
importance of social relations. Loving the teaching profession is a special attitude and feeling of students towards the teaching profession, arising from the awareness of the role and significance of the teaching profession as well as the attractiveness of this profession itself. Loving the profession plays a very important role in the life and activities of students. It is not only a factor that stimulates students' active learning but also a great motivation to help them learn, perceive and practice professional skills and qualities...
To find out the level of interest in teaching profession of students during their study at teacher training college and its influence on socialization in students. The survey results are shown in table 3.4.
Table 3.4. The level of interest in teaching profession of preschool students from a general perspective
STT
Level of passion for the job | Quantity | % | |
1 | Through studying I found teaching boring. | 2 | 0.7 |
2 | Through my studies I don't like teaching very much. | 14 | 4.7 |
3 | Through studying I found I did not like it and also don't hate teaching | 105 | 35.0 |
4 | Through studying I found myself liking teaching. | 143 | 47.6 |
5 | Through studying, I really like teaching. | 36 | 12.0 |
Total | 300 | 100 | |
Chart 3.1. The level of interest in teaching among preschool students from a general perspective
As mentioned in the introduction, the survey subjects in the topic are preschool teacher training students in years 1, 2 and 3, of which years 2 and 3 account for 60%. These students have spent quite a long time at the College of Education, so they have visualized and known quite clearly about the profession they are studying, thereby forming an attitude towards the profession. The results in Table 3.4 and Chart 3.1 show that more than half of the preschool teachers surveyed expressed an attitude of "liking" and "very much liking" the teaching profession (59.6%), 35% were "neutral", neither liking nor disliking. However, it should also be noted here that 5.4% of the teachers said that they "disliked" or even "bored" with the teaching profession. One of the important qualities a teacher needs is love for the profession, but research results have shown something undesirable: some young teachers in the future, who decide the quality of education in the country, are not "passionate" about the profession they have chosen.
Through that, it shows that the love of the profession of students is the result of a long process when they have positive experiences in studying and practicing their profession. And the love of the profession is also the basis, the foundation for the desire to stick with the profession of students, this is shown through the test ChiSquaredf(20) = 54.525; p < 0.001. To clarify this statement,
We have compared the numbers.
data obtained from
Question 1 of the questionnaire with
Option 5 of question 4. The results are as follows:
Table 3.5. Relationship between love for teaching and desire to study well to become a teacher
Want to study well to become a teacher | Total | |||
Incorrect | Correct | |||
Love the job pedagogy | Incorrect | 67 | 47 | 114 |
Correct | 46 | 139 | 185 | |
Total | 113 | 186 | 299 | |
The above table shows that, out of 185 preschool students who love teaching, only 139 want to study well to become teachers. At the same time, out of 186 preschool students who want to study well to become teachers, 139 love teaching. This is clearly a close, dialectical relationship between students' love for the profession and their desire to stick with the profession for a long time. Therefore, in order for students to stick with the profession for a long time, schools, lecturers, and preschools not only equip students with knowledge, professional skills... but more importantly, they form a love for the profession and children in them.
3.2.2. Students' assessment of their level of interest in teaching profession across training systems
Table 3.6. Level of interest in teaching profession of preschool students according to training system cross-section
TT
Level of passion for the job | Intermediate | College | |||
SL | % | SL | % | ||
1 | Through studying I found teaching boring. | 1 | 0.8 | 1 | 0.6 |
2 | Through my studies I do not like teaching. very | 4 | 3.3 | 10 | 5.6 |
3 | Through studying I found I did not like it and also don't hate teaching | 41 | 34.2 | 64 | 35.6 |
4 | Through studying I found myself liking teaching. | 63 | 52.5 | 80 | 44.4 |
5 | Through studying, I really like teaching. | 11 | 9.2 | 25 | 13.9 |
Total | 120 | 100 | 180 | 100 | |
The study also investigated the level of interest in teaching among students.