Career Motivation, Job Satisfaction, and Teaching Engagement of Male School Teachers

The study focused on the career motivation (CM), job satisfaction (JS), and teaching engagement (TE) of male school teachers with the aim of understanding some relevant variables which may provide information about them and use it to help in solving the issue of lack of male teachers as it has been an existing problem for a long time now. Having more male teachers in the field is deemed to be helpful in the school environment because students would be able to have not only female models most of the time but also male models (Jones, 2003) which could also enhance male students’ academic performance (Lingard, Martino, & Mills, 2004). Career Motivation Scale (CMS), Minnesota Satisfaction Questionnaire (MSQ), and Engaged Teacher Scale (ETS) were used to measure male school teachers’ level in each variable. The respondents were two hundred six male school teachers from elementary and high schools in a local city. It was found out that most of them came from state college and universities; breadwinners; and are straight males. Their results on the measure revealed that have large extent of CM, satisfactory level of JS, and are frequently engaged in teaching (TE). Specifically, they score highest on career insight and career resilience, intrinsic job satisfaction, and emotional and cognitive engagement. Correlations among the variables was performed as preliminary statistical method, then multiple regression was done afterwards to confirm the findings. Results indicated that CM is the variable with higher correlation with TE while JS not significantly correlated with TE. Similarly, multiple regression results indicate that a big portion of teaching engagement could be predicted and explained by CM and JS which confirmed the relationship established with Pearson r. It can be inferred that between career motivation and job satisfaction, career motivation is the one with greater predicting power for teaching engagement. Given the results presented in the study, the researcher enumerated several implications to counseling and recommendations for policy, practice, and counseling.