Have you ever considered how the reason behind your decision to become a teacher can impact your success in the role? Society often wonders about the motivations of famous athletes, entertainers, and politicians and how they came to their profession. But what about aspiring K-12 teachers? Understanding their motivations could give us insight into their effectiveness and longevity in the classroom.
Despite ongoing concerns about teacher shortages nationwide, individuals still choose to pursue a career in education. But why do they do it? As experts in university teaching and learning programs, we were intrigued by this question. We believed that delving into teacher motivation could help us improve teacher quality and diversity. To explore this further, we conducted a study.
From 2012-2018, we analyzed responses from nearly 2,800 preservice teachers in Texas who explained why they decided to become teachers. Our analysis revealed that traditional motives like job stability and summers off were not the primary drivers of their decision.
Understanding Preservice Teacher Motivations
Unlike previous studies on in-service teachers, our focus was on preservice teachers—those who have yet to enter the profession. By using machine learning to process their essay responses, we identified 10 broad reasons for their career choice.
Altruism and intrinsic motivation emerged as the top motivators, with other less common factors including the influence of past teachers and a love for a specific subject area. Interestingly, motivations varied based on factors like race, gender, family income, and certification.
Moreover, we found that certain motivations were linked to better teacher outcomes. Preservice teachers who were intrinsically motivated to teach and had experienced adversity in schools were more effective instructors and less likely to leave the profession prematurely.
Turning Motivations into Action
By understanding teacher motivations, we can identify individuals who are likely to thrive in the teaching profession. Finding and nurturing candidates who possess intrinsic motivation and resilience is crucial for the future of education.
For example, one study participant shared how their background and inspirational teachers led them to pursue a career in education despite facing challenges. To attract more individuals like them, states could invest in early teaching programs and teacher preparation programs could focus on strategic marketing in places where teaching passion is prevalent.
Additionally, school districts could incorporate teacher motivations into their hiring process to ensure they recruit educators who are committed to the profession. Ultimately, leveraging teacher motivations can have a positive impact on student learning nationwide.
