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PRESERVICE TEACHERS’ MOTIVATION, SENSE OF TEACHING EFFICACY, AND EXPECTATION OF REALITY SHOCK
The present study investigated how preservice teachers’ motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. A total of 533 preservice teachers at a state university in the U.S. Midwest participated in this study. The results showed that the preservice teachers’ expectation of reality shock was negatively related to teacher efficacy and intrinsic motivation while it was positively related to introjected and external motivation. The results of a hierarchical regression analysis revealed that preservice teachers’ sense of efficacy and introjected motivation were strong predictors of their expectation of reality shock, when gender difference was controlled for. There was an interaction effect between intrinsic motivation and teachers’ sense of efficacy in predicting the reality shock expectation. We discussed the educational implications for future research in an endeavor to reduce the reality shock among novice teachers.
Keywords: expectation of reality shock; preservice teachers; teacher motivation; sense of teaching efficacy