Abstract
This study investigates the motivations and aspirations of Master of Arts in Education (MAEd) students specializing in Teaching Filipino, examining the influence of gender, years of Study, and work experience on aspirations related to Promotion, Specialization, and Development. Findings reveal that male and female students display very high aspirations across all categories, with notable distinctions: male students show a stronger inclination toward promotion. In contrast, female students express higher aspirations for specialization. In terms of years of study, students in the 2-3-year range exhibit the highest aspirations for Promotion and Specialization, likely due to mid-program confidence and goal alignment. The study also identifies a peak in aspirations among educators with 4-6 years of work experience, with a strong focus on specialization and professional development, as they seek to refine their expertise during mid-career. Statistical analyses, including t-tests and ANOVA, confirm significant gender differences in motivations for Promotion and Specialization, while development remains a universal aspiration across demographics. These findings, grounded in the Expectancy-Value and Self-Determination Theory, underscore that intrinsic and extrinsic motivations jointly sustain graduate students' drive for career advancement, specialization, and self-growth. The results suggest that institutions can better support MAEd students by addressing these consistent aspirations and fostering environments that promote professional and personal development goals.
