Abstract:
Background/purpose. The current study examined the possibility of
utilising a practice-based learning strategy to enhance the motivation
for job retention among student teachers.
Materials/methods. These participants were randomly assigned to
either the practice-based learning strategy (PBLS) group (44) or to the
control group (45). The teachers’ motivation for choosing to remain in
the teaching profession questionnaire (α = .77) and the Blais inventory
of work motivation (α = .81) were employed for data collection. The
data was analysed using independent t-tests, the analysis of covariance,
and Cohen’s d effect size.
Results. The PBLS intervention significantly enhanced student teachers’
motivation for job retention, as indicated by the mean scores of 45.30%
for the intervention group and 35.44% for the control group. The
participants exposed to PBLS (M= 40.30; SD = 6.85), t(88) = 13.576, p <
00) demonstrated greater improvement compared to those in the
control group (M = 35.44; SD = 9.89). Furthermore, the study found a
very large effect size of 1.834 using Cohen’s d methods.
Conclusion. The socio-economic status of the participants’ parents was
found to have a significant interactive effect on the motivation for job
retention. In conclusion, a PBLS effectively helps enhance student
teachers’ motivation for job retention.
