ScholarWorks@숙명여자대학교

초록

This study aimed to analyze gender differences in pre-service teachers’ motivation for ch oosing the teaching profession based on expectancy-value-cost. The data was collected fro m an online survey of 333 pre-service teachers across 8 universities in 7 regions. Descripti ve statistics, independent t-test, and latent profile analysis were conducted. The results wer e as follows. First, male pre-service teachers had higher intrinsic and achievement values, w hile female pre-service teachers had higher expectancy, personal and social utility values, ef fort cost, and opportunity cost. The only statistically significant difference was in effort cost. Second, 7 profiles were identified for male pre-service teachers: ‘moderate high expectancy/ value-moderate cost’, ‘high expectancy/value-high cost’, ‘high expectancy/value-moderate hig h cost’, ‘moderate high expectancy/value-moderate cost’, ‘high expectancy/value-low cost’, ‘h igh personal utility-high cost’, and ‘moderate expectancy/value-moderate cost’. Third, 8 profi les were identified for female pre-service teachers: ‘high expectancy/value-high cost’, ‘mode rate high expectancy/value-moderate high cost’, ‘moderate high expectancy/value-high cost’, ‘high expectancy/value-low opportunity cost’, ‘high expectancy/value-moderate cost’, ‘modera te expectancy/value-high cost’, ‘moderate expectancy/value-moderate cost’, and ‘moderate ex pectancy/value-moderate high cost’. Overall, this study highlights gender differences in motiv ation, with males showing higher expectancy/value and females higher costs. These findings s uggest the need for gender-specific support strategies for pre-service teachers. 접

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