The purpose of our current study was to investigate the relationship between altruistic caring and motivation to enter the teaching profession and their ability to create a positive learning environment in the classroom in a diverse sample of pre-service teachers (N = 251) in Southeastern United States.

Research indicates that four main factors contribute to the development of altruistic caring in individuals: (a) biological; (b), social learning; (c) cognitive; and (d) spiritual-religious factors (e.g., Curry, et. al, 2009). Certain motivations drive individuals to enter a helping profession (Kuch, 2008), including (a) desire to help others (b) pragmatic reasons, such as job stability, and (c) power and recognition. Research also points to the importance of care and empathy in relationships (Rogers, 1957), including teaching ones (e.g., Zakrzewski, 2012). However, care and emotionality has been largely neglected in teaching literature (O’Connor, 2008). Students who have caring relationships with their teachers are academically more successful and show greater prosocial behaviors (e.g., Bar-Tal, 1976; Hansen, 2001). In addition, positive student-teacher relationships are directly related to student adjustment, academic performance (O’Connor & McKarthy, 2007), student resiliency, and social skills (e.g., Schaps, & Wilson, 2004). Social Learning Theory suggests that individuals learn by watching and participating in the social world around them (Bandura, 1977). Learning, in turn, becomes internalized and becomes part of individuals’ social and psychological compass through which they view and experience the world. In many parts of the world, teachers spend a significant amount of time with their students, sometimes more so than their own families, and thus have the chance to influence and model pro-social and caring behaviors, which may play a significant role in students’ lives as they become adult members of society.

If we can adequately pinpoint the teacher factors that are correlated with creating a positive student learning environment, we will be able to influence training and practice and make a difference in the global community of care in schools. The researchers thus initiated the present study examining preservice teachers’ scores on a) a valid and reliable measure of motivation to enter the teaching profession with b) their supervisors’ evaluations of creating learning environments in the classroom. Our research question includes: Do preservice teachers’ scores on the Revised Student Teacher Inventory (STI-R) predict their ability to facilitate a positive and effective Student Learning Environment, as measured by their evaluation marks on the Internship Assessment Rubric (IAR)?

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