The "Myth" about Teaching: What Motivates Pre-Service Teachers to Choose Teaching as a Career Choice?

Abstract

This research was undertaken at an opportune time with an ongoing need to further strengthen teacher quality and increase teacher numbers to match supply with demand. Taking into account the significance and context of the research, the prime purpose of this research is to shed light on motivational factors influencing teaching as a career choice. This study found that participants’ decision to teach was made in the context of being aware of both positive and challenging aspects of the profession. Interestingly, respondents tend to rely on perceived intrinsic rewards of teaching (e.g. feelings of enjoyment and fulfilment) to resist any negative thoughts or remarks about teaching as a career. Thus, conclusions drawn from the analysis suggest that participants’ seemingly high motivation for teaching is likely to involve the feature of weighing or balancing the perceived positive and negative aspects of teaching. The findings have practical implications for helping future teachers fulfil their articulated professional goals and sustain their morale and enthusiasm for teaching; and, for assist teacher educators to make teacher education courses more effective and to adequately prepare students in transition to teacher status.