• Diana Mihaescu Faculty of Social and Human Sciences, “Lucian Blaga” University of Sibiu, Romania


education, motivation, teacher, behavior,


The extent to which teachers engage in the educational process has multiple determinations, among which motivation is the mobilizing resource in solving the assumed mission. The teacher’s motivation defines their strategy of action in order to determine them to act in a certain way of performing a high-quality education. The purpose of the research was to identify the motives that led to choosing the teaching career. Identifying the motivational factors for choosing the teaching career it was also taken into account how they outline their professional image, based on the perception of the other actors of the school environment (pupils, parents, colleagues), as well as the importance assigned by the society to the profession. The correlation analysis highlighted the fact that the psychological, social and cultural-educational dimensions were significantly correlated with each other, offering a new perspective regarding the reasons for choosing the teaching career.


Alderman, M. K. (2007). Motivation for Achievement. Possibilities for Teaching and Learning. New York : Routledge.

Beckers, D. v. (2004, December). Working Overtime Hours: Relations with Fatigue, Work Motivation, and the Quality of Work. Journal of Occupational and Environmental Medicine, 46(12), 1282-1289.

Bologa, L. (2014). Rolul parteneriatului educational în prevenirea violentei din mediul scolar. in Rolul parteneriatului în educatia incluzivă. Daniel Mara (coord.). EDP R.A. Bucuresti.

Dörnyei, Z., Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). New York: NY: Longman.

Gheorghe, O. (2017). Impactul percepției sociale a profesiei de cadru didactic asupra performanțelor sale profesionale. București: Editura Universitară.

Gordon, J.A. (1993). Why Did You Select Teaching as a Career? Teachers of Color Tell Their Stories. ERIC.

Hargreaves, L. (2009). The Status and Prestige of Teachers and Teaching. In D. A. Saha L.J., International Handbook of Research on Teachers and Teaching. Springer International Handbooks of Education, vol 21. Boston, MA: Springer, .

Inceoglu, I., Segers, J., Bartram D. (2012). Ageâ€related differences in work motivation. Journal of Occupational and Organizational Psychology, 85(2), 300-329.

Jesus, S.N, Lens W. (2005). An Integrated Model for the Study of Teacher Motivation. Apploied Psychology, 51(1), 119-134.

Kline, R. B. (2011). Principles and practices of structural equation modeling (3rd ed.). New York: NY: Guilford Press.

Mihaescu, L. (2018). Highlights in Teaching Ethical Management Applied in Achieving Economic Sciences. Innovative Business Development—A Global Perspective. IECS 2018. 201-208. Springer .

Sheldon, K. M., Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: The self-concordance model. Journal of Personality and Social Psychology, 76, 482-497.

Sinclair C., D. M. (2006). Motivation to Teach: Psychometric Perspectives Across the First Semester of Teacher Education. Teacher College Record, 108(6), 1132-1154.

Steers, R. M., Sánchezâ€Runde, C. (2017). Culture, Motivation, and Work Behavior. In N. K. Gannon M., The Blackwell Handbook of Crossâ€Cultural Management (pp. 190-216). Blackwell Publishers Ltd.

Stevenson, J. (2003). Developing vocational expertise: principles and issues in vocational education. New South Wales: Allen & Unwin.

Tran, L.T. (2015, April ). eaching International Students in Vocational Education:New Pedagogical Approaches. Australian Journal of Adult Learning, 55(1), 169-176.

UNESCO. (2006). Teacher Motivation, Compensation and Working. Paris: International Institute for Educational Planning.

Woolfolk, A. (2014). Educational psychology. Active learning edition (12th ed.). Boston: MA: Allyn&Bacon.