A Study On Enrollment Motivation, Perceived Academic Self-efficacy And Professional Commitiment Of Free Teacher Education Students And Their Relationship

From the fall of 2007, the government carried out a new free-fee plan for some normal students. Its purpose is to promote a social atmosphere of respecting teachers, train large numbers of excellent teachers, and encourage more young people to do the best educators for life. The policy is a very important strategic significance for improving the level of primary and secondary education on our country and underdeveloped areas.Our society concerns the free teacher education students. They want to kown their enrollment motivation, study, and attitude about teacher professional. Literature study found that the enrollment motivation is an important part of the motivation for study, which provides the basis for power. Students in the major course of study experience a sense of self-efficacy, which will directly affect their interest in learning and learning behavior. At the same time, the relevant empirical studies found that enrollment motivation and self-efficacy will affect our professional identity; the professional identity will raise or lower their self-efficacy.In this study, the Enrollment Motivation Questionnaire and the Professional Commitment Questionnaire for Free Teacher Education Students were made. The Academic Self-efficacy Questionnaire devolped by Lang Lvsong and Zhou Zongkui was used. With those questionnaires, a study about the enrollment motivation, academic self-efficacy and professional commitment of free teacher education students were conducted. 961 free teacher education students from Southwest Normal University participated in the survey. The data was studied on the use of statistical software SPSS13.0 and LISREL8.51.The results indicated: 1. Self-questionnaires the Enrollment Motivation Questionnaire and the Professional Commitment Questionnaire for Free Teacher Education Students have high reliability and validity, which were suitable for the use of free teacher education students.2. The motivations of free teacher education students in enrollment included personal identity, social insentive, employment - occupational factors and the impact of others. Among them, the social incentive was the main motive. There were significant differences between gender and subjects.3. The professional commitment of free teacher education students included two dimensions; there were the ideal - affective commitment and normative commitment. The score of normative commitment was higher than the one of ideal - affective commitment. And overall commitment of the group was a bit more on the middle level; there were significant differences between gender and urban and rural areas.4. Personal identity, social motivation and employment - occupational factors were the effective prediction variables for perceived academic self-efficacy and professional commitiment of free teacher education students.5. The perceived academic self-efficacy of free teacher education students was an effective prediction variable for their professional commitiment; at the same time, their professional commitiment was an effective self-efficacy variables prediction for their perceived academic self-efficacy.6. Through the path analysis showed that personal identity and employment - occupational factors have direct impact on professional commitment; personal identity, social motivation and employment - occupational factors also have indirect effects on professional commitment through the perceived academic self-efficacy.7. Through the path analysis showed that personal identity and social incentive motivation have direct impact on perceived academic self-efficacy; personal identity and social incentive motivation also have indirect effects on professional commitment through the perceived academic self-efficacy.