The Influence Of Interest-major Fit And Professional Commitment On Normal Students’ Intention To Enter Teaching

According to the survey of local normal colleges and universities,only 58% of normal students are willing to teach.Most previous studies have investigated the status quo and individual motivation to teach,and the influence of the process of major selection,training and employment guidance in school professional education on the teaching intention of normal students remains to be studied.This study takes normal students as the research object,the major selection is based on interest-major fit,and the professional training is based on professional commitment.Using a mixed method combining qualitative and quantitative,Through a two-part research system,the relationship between interest-major fit,professional commitment and teaching intention,the factors that affect teaching intention and suggestions for improvement were discussed(study 1),and whether there is a chain mediating effect between professional commitment and professional identity between interest-major fit and teaching intention(study 2).This provides important evidence for individual,social,school and family early intervention,and promotes the development of career education.The results of qualitative research(Study 1)found that the direct influence path of interest-major fit on teaching intention is three aspects: motivational function,behavioral outcome and interest experience.In addition,professional commitment and professional identity will also have an impact on teaching intention.The influence of professional commitment on teaching intention is normative commitment,continuation commitment,ideal commitment and affective commitment.The influencing factors of normal students choosing to teach or not to teach are divided into four aspects: personal,family,social and school factors,of which personal factors are the most important influencing factors,followed by social and school factors,and family factors are the last.Improving the teaching intention of normal students can start from four aspects: individual,society,school and family.Quantitative research(Study 2)found that there is a significant correlation between interest-major fit,professional commitment,professional identity and teaching intention,and interest-major fit,professional commitment,and professional identity have significant positive predictive effects on teaching intention.Professional commitment and professional identity have an overall mediating effect on the relationship between interest-major fit and teaching intention.More specifically,interest-major fit can affect teaching intention in two ways:(1)interest-major fit → professional identity → teaching intention,(2)interest-major fit → professional commitment → professional identity → teaching intention.Based on the above results,this study draws the following conclusions:(1)Normal students’ interest-major fit can affect the teaching intention through three direct paths: motivational function,behavioral outcome,and interest experience.In addition,professional commitment and professional identity also affect the teaching intention.(2)The influence of normal students’ professional commitment on their teaching intentions includes four aspects: normative commitment,continuation commitment,ideal commitment and emotional commitment.(3)The influencing factors of normal students choosing to teach or not to teach are divided into four aspects: personal,family,social and school factors,of which personal factors are the most important influencing factors,followed by social and school factors,and family factors are the last.The suggestions for improving the teaching intention of normal students correspond to the four aspects of influencing factors.(4)Professional commitment and professional identity have an overall mediating effect on the relationship between interest-major fit and teaching intention.