Examining teacher hoped-for selves among pre-service, new, and experienced teachers

The concept of possible selves is used to examine differences among teachers based on level of teaching experience. Possible selves are future-oriented selves that individuals believe they might become, would like to become, and are afraid of becoming: these selves may influence the motivation and self-regulation of current and future behavior. Teacher hoped-for selves are future-oriented self-concepts that teachers may have about themselves in their professional educator role. The concept of teacher possible selves is used to examine teachers' motivation-to-teach in high-poverty schools where teacher turnover represents a significant problem affecting student achievement.

Data was collected from a sample of 236 pre-service, new, and experienced teachers. Analysis of variance and multiple regression were used to identify differences among the three groups. The results showed significant differences for teacher efficacy beliefs but non-significant differences for teacher hoped-for selves and teacher optimism. Post-hoc comparisons revealed significant differences in teacher efficacy beliefs between experienced teachers and pre-service teachers, and between experienced teachers and new teachers. The lack of differences in possible selves may be due to differences with the groups themselves. Cross and Markus found large variations among college-age participants concerning possible career selves. College-age preservice and new teachers may also have a similar characteristic that masks potential differences among the groups.

Results from multiple regression analyses revealed that teacher efficacy was the only significant predictor for teacher hoped-for selves. This finding may indicate that teacher hoped-for self may be based on information similar to that from which judgments about teaching efficacy are drawn. This finding also provides an avenue for future research concerning teacher motivation to work in high-poverty settings.

The findings reported in this study may be due, in part to under-development of the Teacher Possible Selves Questionnaire. Future research should use exploratory factor analysis to examine the dimensions of the measure. The integration of mixed methods to examine teacher hoped-for selves would also strengthen the contribution of the study.