51
his profession. The major dynamic factor was motivation. From this statement the writer saw that motivation was crucial to make someone loves his profession.
What really matter was the motivation behind someone’s selection toward a certain job. In this section, the writer would discuss about the reasons, causes and
motivations behind the career selection changes of Microteaching students of English Language Education Study Program of Sanata Dharma University
Yogyakarta.
a. I want to be a teacher Æ I do not want to be a teacher
There were three 3 research participants who changed their career selection. In the research before Teaching Practice Program they stated that they wanted to
be a teacher. After followed Teaching Practice Program they changed their career selection, they did not want to be a teacher anymore. There were various reason
and motivations behind their decision not to be a teacher. The first reason the research participants did not want to be a teacher was
because the school administration job was very complex. In the previous discussion about school administration job, the research participants said that the
school gave them too much school administration job, even more than their teaching assignment. The research participants felt burdened with this situation.
According to the research participants, their primary job is teaching but the school gave too much school administration job to them.
The next reason was because being a teacher came with high expectation and demands in professional way as well as in individual way. Some of the
research participants felt that they were not included in the group. The high
52
demand was about the high responsibility that faced by the teacher concerning the students. As we know that being a teacher is not only involving mind and brain,
but also mental and emotion. Teachers were responsible to the students, not only about students’ academic ability, but also the development of students’ attitude,
morale and behavior. School is the place where students spent most of the time. When something wrong to the students concerning their behavior and attitude, the
teacher would get the impact as well. The high demand from the surrounding made the teacher felt hard and sometimes stressed. Some people felt that they
were not ready to take on such a big responsibility, for example the research participants in this research.
The other cause that may lead people giving up being a teacher is the impact of burn out and stress. The impact of teacher stress and burnout on our educational
system is easily imagined and clearly serious. Current teachers will pursue alternative sources of satisfaction and continue to seek career changes Barry,
1991: pp 2. Teacher stress and burnout may be in the form of depression facing uncontrollable students and their disability in handling the class situation. Stress
and burnout could be the realization of their anxiety facing their students. Once a participant told the writer that he used to love to be a teacher, but he found it very
difficult and hard to do, he then changed his decision not to be a teacher. The difficulties as stated by Barry were about dealing with the students. The research
participants found it was hard to face the students. They were uncontrollable and it was hard to get the students’ attention to learn English and his inability to
53
control the class made him gave up being a teacher. That was why he changed his career selection.
This cause was the most popular reason why the research participants changed their career selection not to be a teacher. Maslow’s theory argues that
individuals are motivated to satisfy a number of different kinds of needs, some of which are more powerful than others or to use the psychological jargon, are more
prepotent than others. Maslow also stated about the hierarchy of prepotency as shown in figure 4.1:
Figure 4.1 Hierarchy of Prepotency by Abraham Maslow
In the very basic need is physiological including the needs of food, sex, place to live and things related to physical importance. Some of the needs could
be fulfilled not always with money, for example love and affection. On the other hand, most of the needs could be fulfilled with money, for example, food, clothes,
houses, vehicle, and lifestyle. Human could not deny that money is important in life. People work to get money to fulfill their daily needs. The system was just
that simple. Even though money did not always mean everything, but money could be the facilities to fulfill human needs. According to Frederick Herzberg on
his theory about motivation called Motivation-Hygiene Theory. In the theory there
54
were two motivators that lead to satisfaction or dissatisfaction. The one that lead to satisfaction called motivators and the one that lead to dissatisfaction was called
hygiene. Here, achievement – salary – was something that placed as hygiene because the low salary made the teachers were not satisfied, even fade up their
career as a teacher and chose other career. In this theory there were factors which may prevent dissatisfaction the hygiene. The function of hygiene was to prevent
dissatisfaction of certain individuals if the factors were positive. If the factors tend to be negative, the result would be the opposite. From seven 7 factors, there
were five 5 factors found in this research. They were 1 company policy and administration, 2 working conditions, 3 supervision, 4 interpersonal relations,
and 5 money. The first factor was the company policy and administration. We could see
clearly from the answer of the participants that one of their reasons why they tend not to be a teacher in high school was because the school’s company policy and
administration could not satisfied them. The participant considered that the school did not arrange the students’ placement well. The participants were not
placed in the right place according to their ability either in transportation or accommodation.
The participants also mentioned about second factors in M-H Theory that was working condition. The condition they faced in doing Teaching Practice
Program in high school made them think twice to make a decision to be a teacher. They said that it was also related to the factors number 4 interpersonal relations.
The difficulties in building relationship with their colleagues, teachers and
55
students at school also become one of their consideration in not choosing teaching as a career.
In this research, the motivation dealing with money was very popular. It showed the M-H theory factors number 5. According to the research
participants, actually they liked teaching but the low salary made them think twice. The demand to fulfill their needs to live was not enough if they depend on
the teachers’ salary. Some other research participants declared that teacher’s job was very hard and high-responsibility. It was not balance with the salary. The job
was too hard and the salary was too low. That was why they changed their career selection not to be a teacher.
b. I do not want to be a teacher Æ I want to be a teacher
