THE STUDENTS' INTEREST AND MOTIVATION TO BECOME A TEACHER AFTER UNDERTAKING TEACHING PRACTICE

This study aims to examine the perceptions, interests, and motivation of students to become teachers after completing the teaching practicum program (PLP II), particularly among English Education students. Teaching practice involves the development of instructional materials and guided teaching and learning, accompanied by reflective practice under the guidance and supervision of faculty advisors and mentor teachers at various levels. In the context of the teaching profession, motivation relates to commitment, idealism, and the drive to educate and guide students. Interest means that a person has a desire and attraction toward something and tends to want to do it, stemming from within that person without coercion from others. Both aspects play a crucial role in choosing a career as a teacher.
This study employed a qualitative approach with thematic analysis based on Miles, Huberman, and Saldaña (2014), consisting of data reduction, data presentation, and drawing conclusions. The research participants were eight English Education students at Palangka Raya University who had completed PLP II. Data were collected through semi-structured interviews, supported by a questionnaire completed by 30 students and observation sheets to strengthen the credibility of the data.
The findings indicate that PLP II does not automatically increase students’ interest and motivation to become teachers. Students who had strong intrinsic motivation before participating in PLP II experienced increased self-confidence and a stronger commitment to the teaching profession. Conversely, students who initially had little or no interest in becoming teachers generally maintained their career preferences despite recognizing the value of the teaching experience. Factors influencing students’ perceptions include initial career interest, emotional experiences during teaching practicum, the quality of guidance provided by mentor teachers, workload, emotional exhaustion, financial considerations such as teacher salaries, the Professional Teacher Education (PPG) certification process, family support, and alternative career opportunities outside of formal education.