Investigating pre-service teacher motivation across cultures using the Teachers' Ten Statements Test

Robert M. Klassen, Said Al-Dhafri, Wanwisa Hannok, Shea M. Betts

Research output: Contribution to journalArticle

45 Citations (Scopus)


Motivations for choosing teaching as a career were investigated in 200 pre-service teachers from Canada and Oman. We used a novel structured qualitative approach and two theoretical models to analyze how pre-service teacher career-choice motivation varied according to cultural context. The results of the study showed that Canadian participants made more self-references, and expressed higher levels of individual-focused motivation and social utility value as career motivators than did Omani participants. Participants from Oman expressed greater endorsement of teaching as a fallback career and higher levels of socio-cultural influences than Canadian participants. Results extend teacher motivation "teacher motivation theory" by investigating socio-cultural influences.

Original languageEnglish
Pages (from-to)579-588
Number of pages10
JournalTeaching and Teacher Education
Issue number3
Publication statusPublished - Apr 2011



  • Canada
  • Career choice
  • Cross-cultural
  • Motivation
  • Oman
  • Pre-service teachers
  • Socio-cultural
  • Teachers

ASJC Scopus subject areas

  • Education

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