Reasons for Choosing Teacher Education and Influence of Peers: A Test of Mediating Effect of Self- determination among Teacher Education Students

This study aims to determine the mediating effect of self-determination on the relationship between peer influence and reasons for choosing teacher education among first-year education students at Kapalong College of Agriculture, Sciences and Technology. It employed a quantitative non-experimental research design, utilizing descriptive-correlational technique and mediation analysis. Results revealed moderate levels of peer influence and high levels of self-determination and reasons for choosing teacher education. Results also revealed that the relationship between peer influence and reasons for choosing teacher education, between peer influence and self-determination, and self-determination and reasons for choosing teacher education among first-year education students are all significant. However, mediation analysis indicated that self-determination did not mediate the relationship between peer influence and reasons for choosing teacher education, as the indirect effect was found to be statistically insignificant. This suggests that peer influence directly affects students’ reasons for choosing teacher education without the involvement of self-determination. Finally, the study concludes that the influence exerted by peers on students’ career choices operates independently of their self-perceived autonomy and intrinsic motivation.