Student teachers’ ambition for becoming teachers is crucially vital in effectively making the decision to be in the teaching profession. The current research endeavor attempted to 1) study levels of motivation to be teachers, pedagogical knowledge, awareness of their teaching abilities, and the ambition for having a teaching profession. 2) Also, the current research study developed and investigated the causal model of student teachers’ ambition for becoming teachers. The sample consisted of 350 student teachers from three universities in Chiang Mai (Chiang Mai University, ChiangMai Rajabhat University, and The Far Eastern University). The data was collected by means of a questionnaire with the reliability of 0.94-0.95 and analyzed by using descriptive statistics calculated by SPSS. Also, the model for structural equation was analyzed using Mplus. The results revealed as follows:
1. Student teachers were highly motivated to become teachers and possessed a high level of pedagogical knowledge, awareness of their teaching abilities, and ambition to become teachers.
2. The developed causal model of student teachers’ ambition for becoming teachers was consistent with the empirical data. Factors that influenced their ambition included the motivation to become teachers, the awareness of their teaching abilities, and pedagogical knowledge, all of which had a direct impact on their ambition for becoming teachers. Meanwhile, pedagogical knowledge indirectly affected the ambition for becoming teachers through their awareness of teaching abilities.
Natthapol Jaengaksorn, Chiangmai University, Thailand
Stream: Assessment Theories & Methodologies
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