Enhancing Student Teachers’ Motivation for Job Retention Through a Practice-Based Learning Strategy

Sagitova Z. Lawrence K.C. Abdykhalykova Z.
2025 Universitepark

Educational Process: International Journal
2025 #15

Background/purpose. The current study examined the possibility of utilising a practice-based learning strategy to enhance the motivation for job retention among student teachers. Materials/methods. These participants were randomly assigned to either the practice-based learning strategy (PBLS) group (44) or to the control group (45). The teachers’ motivation for choosing to remain in the teaching profession questionnaire (α = .77) and the Blais inventory of work motivation (α = .81) were employed for data collection. The data was analysed using independent t-tests, the analysis of covariance, and Cohen’s d effect size. Results. The PBLS intervention significantly enhanced student teachers’ motivation for job retention, as indicated by the mean scores of 45.30% for the intervention group and 35.44% for the control group. The participants exposed to PBLS (M= 40.30; SD = 6.85), t(88) = 13.576, p < 00) demonstrated greater improvement compared to those in the control group (M = 35.44; SD = 9.89). Furthermore, the study found a very large effect size of 1.834 using Cohen’s d methods. Conclusion. The socio-economic status of the participants’ parents was found to have a significant interactive effect on the motivation for job retention. In conclusion, a PBLS effectively helps enhance student teachers’ motivation for job retention.

parental socioeconomic status , practice-based learning strategy , pre-service teacher , Teacher’s job retention

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Department of Pedagogy, L. N. Gumilyov Eurasian National University, Astana, Kazakhstan
Walter Sisulu University, Butterworth, South Africa
Department of Psychology, L. N. Gumilyov Eurasian National University, Astana, Kazakhstan

Department of Pedagogy
Walter Sisulu University
Department of Psychology

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