Comparing motivations of pre-service and beginning teachers in China: impact of culture and experience

The study examines beginning teachers’ and pre-service motivation to teach in China. Data are drawn from questionnaires completed by 107 teachers (full-time with fewer than six years’ working experience) 122 teachers, semi-structured interviews 19 of them. respondents all emphasised social influences, personal utility value, viewed the teaching profession as a career high demands but low returns. However, showed higher except for items regarding intrinsic fall-back careers, ability. This suggests ‘culture-motivation’ framework understanding