University Assignment: Thematic Analysis of Teacher Trainee Interviews

This report presents a thematic analysis of interview excerpts from trainee teachers, exploring the key themes that emerged from their responses regarding their motivations for becoming teachers and the influence of their personalities on their career choices. The analysis identifies two main themes: motivations to become a teacher, including childhood experiences, job security, and societal influences; and the influence of personality on career choice, highlighting the importance of communication skills, helpfulness, and a nurturing nature. The report utilizes the provided interview excerpts and applies the stages of thematic analysis to generate codes and themes, supported by relevant references. The findings suggest that a combination of personal experiences, personality traits, and external factors shape the decisions of individuals to pursue a teaching career. The report adheres to scholarly writing and APA referencing standards.

THEMATIC ANALYSIS
Analysis
Name of the Student
Name of the University
Author Note
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THEMATIC ANALYSIS
Theme 1: Motivations to become a teacher
Any calling asks for a motivation and certain factors influencing the choice. In consideration to this, the
study can identify several motivations which influence the choice of the candidates to become a teacher.
Some of the most commonly identified motivations can be taken to be the fact that the candidates enjoyed
their own school life and wanted to engage in a job similar to that of their teacher (Deci, & Ryan, 2010). The
enjoyment in the primary school acted as a motivation to be a teacher. Moreover, very often belonging to a
large family with many children, makes an individual was very comfortable around the children and inclines
the teacher towards teaching. However, it was observed that very often negative influences motivate an
individual to undertake tasks as well. From the research, it was also observed that, the decision of becoming a
teacher came back from the fact that as a child when the individual did not perform well or was expelled
twice and always wanted to come back and join school to do better. Another motivation which was
identified amongst all participants was the fact that they did not perform well in their previous jobs and
hence, decided to give teaching a shot (Herzberg, 2017). From the interviews undertaken, it can be stated
that personal choices and past experiences often acted as a motivation to become a teacher.
However, not all motivations were related to childhood influences, the observations led to the understand that
the pay and job security of a teacher also led to the motivation to become one. As the timings were family
oriented and it was a well-respected job, people opted for such a career option (Vroom, 1964). Therefore, it
can be observed that the motivations to choose a profession might not be just limited to the job description or
the pay but also relates to the childhood aspirations, societal ideologies, school memories and other
associated factors.
Theme 2: Influence of personality on the choice
Personality has a key role to play in the different choices which the various individuals generally tend to
undertake (Ryan & Deci, 2017). It can be agreed to be critical important that, any choice as undertaken by
the different individuals to become a teacher has to be supported by their personality type. From the
interview which was collected from the different participants, it can be observed that, many beings were
under the belief that as he/she were outgoing, confident and has a strong communication skill set, they could
feel that the job of a teacher would be widely suited for them (Lawler III, 1973). Therefore, from this it can
be understood that, personality aspects affect a number of choices. As the interviewees believed that working
in a group nature would be important to showcase while being teacher, it was the impact of personality on the
choice. It is quite probable that had the teacher has not been an outgoing individual; she would have not made
this choice which means that had the individual’s personality not been so outspoken, such a choice would not
have been made.
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THEMATIC ANALYSIS
In a context similar to this one, it was observed that individuals who want to become probable teachers were
under the belief that, being helpful had assisted throughput and that, as the person might have had a nurturing
nature and looked out for the cousins and siblings, this responsible and helpful nature would make an
individual good at his choice of profession. Being a teacher is a strict responsibility and hence, it is necessary
for the enterprise to ensure that it is being able to manage the responsibilities well. A responsible personality
will become a better educator (Jackson & Wilton, 2017)People also believed that as he/she was a kid at
heart and liked engaging in different aspects in a different manner, this choice of profession would offer him
with the opportunity. Hence, people often associated their persona with their career option hence, different
individuals often tend to become a reflection of their personality and a majority of the respondents had their
viewpoint placed well and depended on their personality type to make the decisions regarding the selection of
the profession (Anuja & Campus, 2017).
For some individuals, the contribution to the society is critical. These individuals are understanding and
sympathetic. Moreover, they believed that they were losing out on the personal family life and this is the
reason why the job of a teacher was selected by them. Many teachers also choose the option due to the fact
that they had a knack of working with children and liked to help those in need. Having an honest personality
with a big heart and the want of a passionate job in life encouraged people to take up the role of a teacher.
Therefore, personality affects decision making aspects.
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THEMATIC ANALYSIS
References
Anuja, R., & Campus, T. (2017). The relationship between Career Choice and environment, opportunity and
personality. International Journal of Scientific & Engineering Research, 8(3).
Deci, E. L., & Ryan, R. M. (2010). Intrinsic motivation. The corsini encyclopedia of psychology, 1-2.
Herzberg, F. (2017). Motivation to work. Routledge.
Jackson, D., & Wilton, N. (2017). Career choice status among undergraduates and the influence of career
management competencies and perceived employability. Journal of Education and Work, 30(5), 552-
569.
Lawler III, E. E. (1973). Motivation in work organizations.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation,
development, and wellness. Guilford Publications.
Vroom, V. H. (1964). Work and motivation.
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