El desarrollo integral de la infancia: una práctica discursiva regulada

Introduction

The main objective of the study was to explore the motivating factors that influence individuals to consider pursuing teaching careers. Additionally, I designed the study to determine whether these factors are differentiated based on gender. In line with this, I invested fourteen research questions, namely:

1. What difference exists between the motivation factor of perceived ability to become a teacher between males and females?

2. What difference exists between the motivation factor of intrinsic career value to become a teacher between males and females?

3. What difference exists between the motivation factor of fallback career to become a teacher between males and females?

4. What difference exists between the motivation factor of job security to become a teacher between males and females?

5. What difference exists between the motivation factor of time for family to become a teacher between males and females?

6. What difference exists between the motivation factor of job transferability to become a teacher between males and females?

7. What difference exists between the motivation factor of “bludging” (choosing an easy option) to become a teacher between males and females?

8. What difference exists between the motivation factor of shape future of children/adolescents to become a teacher between males and females?

9. What difference exists between the motivation factor of enhance social equity to become a teacher between males and females?

10. What difference exists between the motivation factor of make social contribution to become a teacher between males and females?

11. What difference exists between the motivation factor of work with children/adolescents to become a teacher between males and females? 12. What difference exists between the motivation factor of prior teaching and

learning experiences to become a teacher between males and females? 13. What difference exists between the motivation factor of social influences to

become a teacher between males and females?

14. To what extent, if any, do motivation factors (to become a teacher) of males differ from motivation factors (to become a teacher) of females?

Description of the Sample

To address these queries, I considered male and female teachers in all grades K– 12 in the southern feeder area of a school district in eastern North Carolina as the target population of the study. According to data from the North Carolina Public Schools Report Card (2012), the targeted feeder area employed 314 teachers. Males comprised 18% of this total; females comprised 82%. I distributed the FIT-Choice Survey to all 314 teachers, and 223 teachers responded. However, 18 individuals submitted the survey online without having answered the gender qualifying question, rendering their surveys inapplicable to this study. Of the remaining 205 surveys completed females submitted 170 and males submitted 35. Therefore 82.9 % of the final sample was female, and

17.1% was male. This gender makeup very closely aligned with the overall gender makeup of the total population for the school district being used for this study.

Descriptive Statistics

Descriptive statistics for all of the dependent variables are in Table 1. Table 1

Means and Standard Deviations of Continuous Variables

Scales Min. Max. M SD

Perceived ability (RQ1) 5.00 21.00 18.23 2.52

Intrinsic career value (RQ2) 3.00 21.00 17.11 3.21

Fallback career (RQ3) 3.00 19.00 6.39 4.02

Job security (RQ4) 3.00 21.00 13.53 4.17

Time for family (RQ5) 3.00 21.00 13.00 4.71

Job transferability (RQ6) 3.00 21.00 10.25 4.71

Bludging (choosing an easy option) (RQ7) 2.00 14.00 6.36 3.07 Shape future of children/adolescents (RQ8) 2.00 14.00 12.27 2.05 Enhance social equity (RQ9) 2.00 14.00 11.57 2.32 Make social contribution (RQ10) 3.00 21.00 18.36 3.14 Work with children/adolescents (RQ11) 9.00 28.00 23.98 4.07 Prior teaching and learning experiences (RQ12) 3.00 21.00 17.40 3.72

Social influences (RQ13) 3.00 21.00 12.14 5.88

Motivation factors (RQ14) 104.00 235.00 180.60 26.59

Research Questions

RQ1: What difference exists between the motivation factor of perceived ability to become a teacher between males and females?

H10: There will be no significant difference between the motivation factor of perceived ability to become a teacher between males and females.

H1A: There will be a significant difference between the motivation factor of perceived ability to become a teacher between males and females.

To address Research Question 1, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of perceived ability to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one-sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for perceived ability (p < .001); thus, the assumption of normality was not met for this variable. I assessed I assessed the assumption of

homogeneity of variance using Levene’s test. Results of Levene’s test did not indicate significance for perceived ability (p = .705); thus, the assumption of equal variances was met for this variable. Because the assumption of normality was not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test

indicated there were no significant differences between the motivation factor of perceived ability to become a teacher for males and females (Z = -0.533, p = .594).

RQ2: What difference exists between the motivation factor of intrinsic career value to become a teacher between males and females?

H20: There will be no significant difference between the motivation factor of intrinsic career value to become a teacher between males and females.

H2A: There will be a significant difference between the motivation factor of intrinsic career value to become a teacher between males and females.

To address Research Question 2, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of intrinsic career value to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one-sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for intrinsic career value (p < .001); thus, the assumption of normality was not met for this variable. I assessed the assumption of homogeneity of variance using Levene’s test. Results of Levene’s test did not indicate significance for intrinsic career value (p = .858); thus, the assumption of equal variances was met for this variable. Because the assumption of normality was not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test indicated there were no significant differences between the motivation factor of intrinsic career value to become a teacher for males and females (Z = -1.90, p = .058).

RQ3: What difference exists between the motivation factor of fallback career to become a teacher between males and females?

H30: There will be no significant difference between the motivation factor of fallback career to become at teacher between males and females.

H3A: There will be a significant difference between the motivation factor of fallback career to become a teacher between males and females.

To address Research Question 3, I planned to conduct an independent sample t test to determine whether there are significant between the motivation factor of fallback career to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one-sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for fallback career (p < .001); thus, the assumption of normality was not met for this variable. I assessed the assumption of homogeneity of variance using Levene’s test. Results of Levene’s test did not indicate significance for fallback career (p = .658); thus, the assumption of equal variances was met for this variable. Because the assumption of normality was not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead I conducted the

nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test indicated there were no significant differences between the motivation factor of fallback career to become a teacher for males and females (Z = -1.06, p = .289).

RQ4: What difference exists between the motivation factor of job security to become a teacher between males and females?

H40: There will be no significant difference between the motivation factor of job security to become a teacher between males and females.

H4A: There will be a significant difference between the motivation factor of job security to become a teacher between males and females.

To address Research Question 4, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of job security to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one-sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for job security (p = .002); thus, the assumption of normality was not met for this variable. I assessed the assumption of homogeneity of variance using Levene’s test. Results of Levene’s test did not indicate significance for job security (p = .960); thus, the assumption of equal variances was met for this variable. Because the assumption of normality was not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead I conducted the nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test indicated there were no significant differences between the motivation factor of job security to become a teacher for males and females (Z = -0.107, p = .915).

RQ5: What difference exists between the motivation factor of time for family to become a teacher between males and females?

H50: There will be no significant difference between the motivation factor of time for family to become a teacher between males and females.

H5A: There will be a significant difference between the motivation factor of time for family to become a teacher between males and females.

To address Research Question 5, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of time for family to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one-sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for time for family (p < .001); thus, the assumption of normality was not met for this variable. I assessed the assumption of homogeneity of variance using Levene’s test. Results of Levene’s test did not indicate significance for time for family (p = .702); thus, the assumption of equal variances was met for this variable. Because the assumption of normality was not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead I conducted the

nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test indicated there were no significant differences between the motivation factor of time for family to become a teacher for males and females (Z = -1.95, p = .051).

RQ6: What difference exists between the motivation factor of job transferability to become a teacher between males and females?

H60: There will be no significant difference between the motivation factor of job transferability to become a teacher between males and females.

H6A: There will be a significant difference between the motivation factor of job transferability to become a teacher between males and females.

To address Research Question 6, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of job transferability to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one-sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for job transferability (p < .001); thus, the assumption of normality was not met for this variable. I assessed the assumption of homogeneity of variance using Levene’s test. Results of Levene’s test did indicate significance for job transferability (p = .030); thus, the assumption of equal variances was not met for this variable. Because the assumptions of normality and homogeneity of variance were not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test indicated there were no significant differences between the motivation factor of job transferability to become a teacher for males and females (Z = -0.88, p = .381).

RQ7: What difference exists between the motivation factor of “bludging” (choosing an easy option) to become a teacher between males and females?

H70: There will be no significant difference between the motivation factor “bludging” (choosing an easy option) to become a teacher between males and females.

H7A: There will be a significant difference between the motivation factor of “bludging” (choosing an easy option) to become a teacher between males and females.

To address Research Question 7, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of “bludging” to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one-sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for ”bludging” (p < .001); thus, the assumption of normality was not met for this variable. I assessed the assumption of homogeneity of variance using Levene’s test. Results of Levene’s test did not indicate significance for ”bludging” (p = .681); thus, the assumption of equal variances was met for this variable. Because the assumption of normality was not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test indicated there were no significant differences between the motivation factor of “bludging” to become a teacher for males and females (Z = -0.86, p = .39).

RQ8: What difference exists between the motivation factor of shape future of children/adolescents to become a teacher between males and females?

H80: There will be no significant difference between the motivation factor of shape future of children/adolescents to become a teacher between males and females.

H8A: There will be a significant difference between the motivation factor of shape future of children/adolescents to become a teacher between males and females.

To address Research Question 8, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of shape future children/adolescents to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one-sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for shape future of children/adolescents (p < .001); thus, the assumption of normality was not met for this variable. I assessed the assumption of homogeneity of variance using Levene’s test. Results of Levene’s test did not indicate significance for shape future of children/adolescents (p = .205); thus, the assumption of equal variances was met for this variable. Because the assumption of normality was not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test indicated there were no significant differences between the motivation factor of shape future of children/adolescents to become a teacher for males and females (Z = -0.94, p = .346).

RQ9: What difference exists between the motivation factor of enhance social equity to become a teacher between males and females?

H90: There will be no significant difference between the motivation factor of enhance social equity to become a teacher between males and females.

H9A: There will be a significant difference between the motivation factor of enhance social equity to become a teacher between males and females.

To address Research Question 9, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of enhance social equity to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for enhance social equity (p < .001); thus, the assumption of normality was not met for this variable. I assessed the assumption of homogeneity of variance using Levene’s test. Results of Levene’s test did not indicate significance for enhance social equity (p = .399); thus, the assumption of equal variances was met for this variable. Because the assumption of normality was not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test indicated there were no significant differences between the motivation factor of enhance social equity to become a teacher for males and females (Z = -0.55, p = .585).

RQ10: What difference exists between the motivation factor of make social contribution to become a teacher between males and females?

H100: There will be no significant difference between the motivation factor of make social contribution to become a teacher between males and females.

H10A: There will be a significant difference between the motivation factor of make social contribution to become a teacher between males and females.

To address Research Question 10, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of make social contribution to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one-sample Kolmogorov Smirnov (KS) test. The results of the KS indicated significance for make social contribution (p < .001); thus, the

assumption of normality was not met for this variable. I assessed the assumption of homogeneity of variance using Levene’s test. Results of Levene’s test did not indicate significance for make social contribution (p = .269); thus, the assumption of equal

variances was met for this variable. Because the assumption of normality was not met for this variable, I conducted the nonparametric alternative, Mann Whitney U test, instead (Leech, Barrett, & Morgan, 2005).

Due to the nonparametric nature of the Mann-Whitney U test, none of the restrictive assumptions typically associated with a test of mean differences required assessment (Brace, Kemp, & Sneglar, 2006). Results of the Mann-Whitney U test indicated there were no significant differences between the motivation factor of make social contribution to become a teacher for males and females (Z = -0.72, p = .473).

RQ11: What difference exists between the motivation factor of work with children/adolescents to become a teacher between males and females?

H110: There will be no significant difference between the motivation factor of work with children/adolescents to become a teacher between males and females.

H11A: There will be a significant difference between the motivation factor of work with children/adolescents to become a teacher between males and females.

To address Research Question 11, I planned to conduct an independent sample t test to determine whether there are significant differences between the motivation factor of work with children/adolescents to become a teacher for males and females.

Prior to analysis, I assessed the assumptions of the independent sample t test. I assessed normality using a one sample Kolmogorov Smirnov (KS) test. The results of