Motive as a Factor Influencing the Creative Choice of a Teacher's

Profession

Fahriddin Choriev

, Kh. Rukhievа

Nabi Mazhidov

, Mavluda Fayzieva

and Madina Mukhtоrova

National University of Uzbekistan named after Mirzo Ulughbek, Tashkent, Uzbekistan

CarDU Karshi, Uzbekistan,

TDIU, Tashkent, Uzbekistan

Keywords Motive, Motivation, Profession, Motivation, Activity, Goal, Creativity, Factor, Need. Purposefulness.

Abstract This study investigates the motives driving high school students in Uzbekistan towards choosing the teaching

profession. Examining responses from 182 participants through questionnaires and essays, varied motivations

emerged, including subject interest, societal significance, and a profound love for children. However, the

analysis revealed fragmented understanding among students regarding the complexities of teaching. The study

emphasizes the need for comprehensive career guidance to deepen students' understanding of pedagogical

work, ensuring a motivated and well-prepared future educator cohort. Ultimately, it advocates for methods

that immerse students in practical teaching aspects, enhancing their knowledge and appreciation of the

profession.

1 INTRODUCTION

The study of the motives for choosing a profession

occupies a special place in the field of career

guidance. In modern studies of vocational training,

the problem of motivation attracts the attention of

sociologists, psychologists, and teachers alike. It is

impossible to understand the manifestation of

personality, its inner psychological appearance,

without analysing motives.

In psychology, motive is considered as an

incentive to action: "Motive as an incentive is the

source of action" (S. A. Rubinstein)(Rubinstein,

1996) . The dominant motives of human activity, as

driving forces, determine the nature of his behaviour.

The effective power of the motive depends on the

degree of awareness of the social and personal vital

importance of the motivated goals. The motives of

human activity and behaviour are very diverse. They

arise from various needs and interests that form

within a person in the process of social life, as

mentioned by S. A. Rubinstein (Rubinstein, 1996) .

"As motives," writes L. I. Bozhovich (Bozhovich,

1992) , "objects of the external world,

representations, ideas, feelings, and experiences can

Corresponding author

act. Everything that the need has found its

embodiment in." A conscious choice of profession is

always motivated by something. Only motivated

activity is a source of active, creative attitude towards

the work performed, which will give a person the

desire and strength to overcome difficulties (B. F.

Lomov). In the motives of a person, his

purposefulness, life perspective is manifested. In this

regard, the nature of motives indicates the level of

individual qualities of a person.

We set the task to reveal the content of the motives

for choosing a pedagogical profession, to identify the

sources of motivation, the attitude of students of the

pedagogical class towards the problem of self-

determination, and the level of their professional

orientation. The study involved 182 high school

students in Uzbekistan. Questionnaires were

distributed to students, posing the following

questions:

1. When did you become interested in the teaching

profession? What contributed to this?

2. What kind of social work did you engage in at

school? How successful was your activity in this

regard?

148

Choriev, F., RukhievÐ

r, K., Mazhidov, N., Fayzieva, M. and MukhtÐ¿rova, M.

Motive as a Factor Inﬂuencing the Creative Choice of a Teacher’s Profession.

DOI: 10.5220/0012479800003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 148-151

ISBN: 978-989-758-687-3

3. Have you noticed a steady tendency towards

pedagogical activity? How did this tendency manifest

itself?

4. What is the role of teachers in your decision to

choose the profession of a teacher?

5. What qualities of teachers' personality, in your

opinion, contributed to the development of interest

and aptitude for the teaching profession?

6. What attracted you to the teaching profession?

The students wrote essays on the topics "Why I

want to become a teacher" and "How I imagine a

modern teacher." Along with the analysis of written

answers, individual conversations were conducted

with students, as well as with subject teachers.

2 RESEARCH RESULTS

The analysis of the received materials shows that the

desire to choose a pedagogical specialty can be

formed under the influence of various motives. 26.4%

of respondents in choosing a profession were guided

by interest in an academic subject.

"I really want to become a maths teacher. For me,

entering the classroom and starting a lesson is

probably the most interesting thing" (Ozoda N.).

"I chose this specialty because chemistry is the

science of miracles. It is chemistry that plays a

leading role in the development of other sciences in

our time" (Dilnoza M.).

11.7% of students motivate the choice of a

teaching profession to broaden their horizons. They

correlate the social significance of the profession with

the desire to educate a new person. Love for the

subject can also be caused by specific aspects of the

subject, such as accurate mathematical calculations,

historical events, the prestige of any branch of science

at a given time, etc.

"How did I learn about this specialty? It was

probably since when I first realised the full depth of

the poetry of Pushkin, Lermontov, Yesenin, A.

Aripov, E. Vakhidov, when I cried over Abdullah

Kadiri's novel 'Bygone Days.' I was proud of the skill

of these people. I wanted to learn more, see the whole

world, and then tell people. And I began to dream

about when I would get to know people's lives, and

then I would teach my guys this to people" (Guzal

K.).

The motive of interest in the subject can be

understood with different shades of love for the

subject and a desire to know it; love for the subject

and a desire to teach others. Individual conversations

with students show that many of them were guided

only by interest in the subject and respect for their

teacher.

11.7% of students, knowing the history of the

profession, the tasks of the teacher in society, the

requirements imposed on him, the content of his

activities, the conditions of teaching work, the

difficulties of this profession, chose the profession of

a teacher. Students' knowledge of the specifics of the

teacher's profession determined their choice.

A teacher in any society is one of the most

difficult and necessary professions in society. The

future of our country largely depends on him. The

teacher forms a new person, comprehensively and

harmoniously developed. Of particular importance is

the profession of a teacher in the era of NTR, when

there is a rapid development of science and

technology. The teacher is called to give knowledge

that would contribute to his active life" (Eleonora N.).

"Now, when there is a tense situation all over the

world, our society needs educated, politically mature

people, and after all, the main task of a teacher is

education" (Olya R.).

"I think that the profession of a teacher is

important now, that's why a teacher communicates

with children" (Gayrat B.).

12.2% of students say that the subject helps them

to understand complex life issues, to know the world

better.

For example: "I really love literature. She

discovers a lot of new, previously unknown, tells

about the fate of people, teaches them to love and

hate, to understand evil and good. All this knowledge

of mine watched the work of the teacher and fell in

love with this profession" (R. Karima).

"Knowing this subject, we will learn the

centuries-old history of the development of human

society. It helps to comprehend life, the world around

us, the tragedies of states deeply" (Lola I.).

21.7% of students motivate their choice with love

for children, for the teacher, especially the first one.

Usually, such students helped the laggards, were

counsellors, they had to bring up younger brothers

and sisters at home. It is not by chance that this motive

prevails among girls: as a rule, families here have

many children, and the burden of raising younger

children often falls on their shoulders. Here are some

examples that students are guided by: "I like to spend

time with kids. My younger brothers constantly turn

to me for help, and I am happy to help them in school

affairs" (Aida Yu). "I chose the profession of a

teacher because I love children. How I didn't want to

part with those years when I wore a scarlet tie on my

chest. It was the happiest time of my life. Then I was

Motive as a Factor Inﬂuencing the Creative Choice of a Teacher’s Profession

149

already thinking about what profession to choose to

stay in school forever" (Raino N.).

The attitude to the teacher's profession is also

influenced by reading fiction, watching films,

performances about school, about teachers. This was

indicated by 2.4% of students: "As soon as I read a

book about a good teacher, I immediately wanted to

become a teacher and exactly the same as the one

from the book" (Raino S.).

"Since childhood, my favourite books were books

about school, I read them several times" (Nelya K.).

Books have a great influence on the formation of

attitudes towards the teaching profession. "I have

already read the Pedagogical Poem several times.

Makarenko is an ideal educator for me. If I used to

read this book just as a work of art, now I have

become more interested in the techniques of Anton

Semenovich" (Gulya K.).

Another motive for choosing a teaching

profession is respect for their teacher (4.3%). This

factor may be influenced by the results of its

activities. Its formation may be influenced by the

manner of behaviour, the style of work of the teacher,

his attitude to students, the high quality of teaching,

etc. For example: "At school, in Uzbek language and

literature lessons, I eagerly hung on every word of the

teacher. We had a teacher, Husan Fazilov. His lessons

fascinated us. He was able to find "the key to our

hearts. Even the most restless froze in their seats and

listened, afraid to miss even a word. It was he who

helped strengthen my dream. And if I achieve my

goal, I will always tell children about my first

teacher" (Nigora Yu.). "Thanks to T. V., I love this

subject, I began to read a lot of historical books. She

is one of those who influenced the life path I chose"

(Kamil S.).

As the analysis of the materials obtained showed,

2.7% of the subjects had a decisive influence on the

choice of a teacher's profession.

"I understood that only studying at a pedagogical

institute would bring me satisfaction. Maybe it's

naive, but already from school, I dreamed of teaching

work; somehow, I was preparing for it in my own

way. To a greater extent, this was facilitated by the

fact that my mother works in the kindergarten. In my

free time, I often ran to her; I loved to help the

educators at least in some way. How interesting these

kids are, demanding so much attention to themselves.

They pay with kindness for being sensitive to them"

(Dilor N.).

2.3% of students develop an interest in

pedagogical work under the influence of social

activities of schoolchildren. Any student can take the

position of an educator.

"The desire to become a teacher appeared to me

early. Even before I went to school," recalls Mardona

M., "Our neighbors in the apartment, leaving the

review, I was happy to stay with them for the older

sister. I sat them on chairs and started playing school.

And it was so interesting that even now I remember

that distant time with pleasure."

"The desire to become a teacher appeared to me

early. And I decided to check if I could work as a

teacher. My friend and I became counsellors in a

sponsored class. We took the kids to the cinema, the

circus, read books to them, held conversations with

them. They rejoiced every time we came. Happy

smiles shone on their enthusiastic faces. We loved our

mentees very much. This love for children grew

stronger every year. We gradually got acquainted

with our future profession, with difficulties

encountered in the work of a teacher" (Manzura S.).

A positive attitude towards the teaching

profession in the family is a favourable factor in

choosing this profession. 2.6% of the students came

to the kindergarten, intending to continue the family

tradition in the future. Since the interest that has

arisen under the influence of parents or teachers is the

deepest and most persistent, in this case, the

pedagogical institutes receive a very valuable

replenishment.

"My mum," Dilfuza writes in the essay. M, is a

primary school teacher. She often brought student

notebooks. I watched with interest as she checked

them, wrote comments, and gave grades. I knew all

her students by their last names and first names; I

knew who was studying and behaving."

"My father is a teacher. Since childhood, I have

watched him as he prepares for lessons, as he checks

notebooks and puts grades. He talks a lot about his

work, about his successes and failures. The teaching

profession is close to me. I know better than anyone

else all these difficulties, but still, I can't imagine

myself in any other role. I want to continue my

father's work and devote my life to this difficult but

noble profession" (Gulmira H.).

Along with the above-mentioned motives, some

other factors also influence students' choice of a

teaching profession. The most important of them are

the influence and example of friends, participation in

public affairs, the attitude of others to the teacher and

his work. "I like the profession of a teacher. She is

very attractive in the countryside, honourable, the

most respected. People, greeting teachers, bow their

heads and put their hand to their heart" (Ali A.). The

motive of this type among high school students is

2.6%.

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150

Nevertheless, with a generally positive attitude

towards the teaching profession, the orientation

towards the teaching profession among high school

students was not clearly expressed: knowledge about

the peculiarities of the teaching profession was

fragmentary for most of them; there was not enough

experience of social and pedagogical work; not all

high school students associated their arrival in the

pedagogical class with the choice of a teaching

profession.

Revealing to students the noble and honourable

mission of a teacher, the role that teachers play in

building society, the essence of educating and

educating children, introducing them to the masters

of pedagogical work, it is necessary to arouse great

interest in the profession of a teacher, and through it,

respect for people of pedagogical work, develop a

propensity for it.

Psychologically preparing boys and girls for

pedagogical activity, it is necessary to bring them

closer to the life of the school, to its problems: This

will arouse interest, form an inclination and love for

the upbringing and education of children, attract

attention to the pedagogical actions of the teacher.

Also, the observation showed that not everything

possible and necessary is being done in the country's

schools in this direction. The motives for choosing a

profession characteristic of different age periods are

not sufficiently studied, even the main motivating

factors are not determined. And without this, it is

impossible to guarantee the correctness of the

formation of students' interests and inclinations,

psychological readiness to choose a profession.

Therefore, our task was to familiarise students with

the teacher's profession by including them in social

and pedagogical activities, which contributes to the

formation of their professional and pedagogical

motives, awareness of the social and personal

significance of the teaching profession.

3 CONCLUSION

Therefore, the analysis of the motivation behind

choosing pedagogical work has not yet contributed to

the preparation of a high-quality pool of teachers. It

is necessary to identify approaches and methods to

enhance students' pedagogical career guidance and to

adequately prepare them for admission to

pedagogical universities.

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Bozhovich. L.I., (1992) The study of motivation of children

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Rubinstein. S.A., (1996) Problems of general psychology, -

M; Pedagogy

Goziev.Uh, Mammadov.K, (2010) Professional

psychology, -T.; University,

Kudryashova. A.F. (1992), The best psychological tests for

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