Psychological Determinants of Teacher Training: A Multivariate Analysis of Academic Motivation and Self-Concept Among Prospective Teachers

Abstract

This study conducts a multivariate analysis of psychological determinants influencing teacher training, specifically academic motivation levels among 1,000 second-year B.Ed. prospective teachers from 21 colleges affiliated with Himachal Pradesh University and Sardar Patel University. Utilizing a quantitative descriptive survey within a 2×2×2 factorial design—factoring Gender (Male/Female), Locale (Urban/Rural), and Stream (Arts/Science)—data were gathered via the researcher-developed Academic Motivation Questionnaire (AMQ; 45 items across intrinsic, extrinsic, goal orientation, persistence, and professional commitment dimensions; Cronbach's α=0.85; CVI=0.90), achieving a 95% response rate through in-person classroom administration. Descriptive findings indicate an overall mean AMQ score of 152.14 (SD=12.45), with 67.50% of respondents at average levels (140-164), 16.50% high (≥165), and 16.00% low (≤139). Three-way ANOVA revealed significant main effects for all demographics (Gender F=62.51, p<0.01; Locale F=58.06, p<0.01; Stream F=17.52, p<0.01), favoring females (M=155.22), urban students (M=155.00), and Science stream (M=153.72) over counterparts, rejecting null hypotheses on differences. Post-hoc t-tests confirmed these disparities (e.g., females vs. males t=7.89, urban vs. rural t=7.49). Notable interaction effects included Gender×Locale (F=6.18, p<0.05), with female-urban prospects peaking at M=157.60 amid wider rural-urban male gaps, and Locale×Stream (F=5.05, p<0.05), highlighting urban-Science highs (M=156.20) versus rural-Arts lows (M=147.30); Gender×Stream (F=0.84, NS) and triple interaction (F=1.45, NS) were insignificant. These patterns align with NEP 2020's push for empirical teacher education insights and prior studies on demographic influences, underscoring needs for targeted interventions to bolster motivation in rural, male, and Arts cohorts.