Abstract:

Educators are of great importance to all nation’s education systems. The number of Emirati teachers is considerably less at all levels of the UAE education system. Furthermore, it is hard to find and hire new Emirati teachers. Even the developed nations are facing a similar issue that, university students are not finding education as a desirable profession. Hence, the research tried to find the motivation to pursue a profession as a teacher among UAE nationals, studying at various universities in UAE (United Arab Emirates). This study discovered the fact that the perceived social utility, as well as the belief in task demands, are at higher levels than personal utility and task return among Emirati University students. The study found ‘a strong urge to give back to society’ and ‘an interest in helping youth build their future’ as most important motivators; perceived high demand and deciding on education as a backup profession as non-essential motivators. Perception related to teacher morale, social status, and expert career was on top. Perceived social utility value was at higher levels compared to personal utility values indicated altruistic motives were above extrinsic motives. Even though the respondents picked altruism and fundamental incentives as the main factors for the decision, when it comes to gender, there was little notable disparity in the respondents' intent of becoming educators. The motivational differences were significant between gender groups related to perceived job security, considering as a fallback career, motivation to take care of young learners, teaching will help to find time for family, motivation to define the life of young learners, perceived teaching ability belief, as well as motivation to contribute to society.

Keywords:

Extrinsic motives, Motivational, perception, learners, belief.