Close to the Heart or Close to the Home? Motivational Factors Influencing EFL Teaching as a Career Choice among Female Arab-Israeli Students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this study is to examine Israeli-Arab pre-service teachers’ motivations for choosing English as a foreign language (EFL) teaching as their future profession. Data were gathered using the adapted Factors Influencing Teaching Choice (FIT-Choice) scale. Study participants (a cohort of N = 100) responded to a questionnaire of 38 motivational factors that had influenced them to choose English teaching as a future profession when entering education colleges. In addition, 20 of the participants took part in semi-structured interviews. Results revealed that the reasons Arab students become English teachers are based on a combination of intrinsic, extrinsic, and altruistic motivations. As all study participants were women, our results provide an initial indication of what draws Arab-Israeli women to the profession.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it