UNDERSTANDING TEACHING CAREER PREFERENCES: THE ROLE OF MOTIVATIONAL FACTORS AMONG PRESERVICE TEACHERS
Abstract
The issue of why preservice teachers choose and/or dislike teaching has gained significance in the current scenario ofteacher shortages and decreasing interest in the profession. Despite the mention of the previous studies of intrinsic, socialand utility-based motivations, the role of these factors in relation to each other is not clear. This study examined howmotivational factors shape teaching career preferences amongpreservice teachers. A quantitative cross-sectional designusing secondary data was applied to a sample of 202 teacher education students in Japan. Motivational variables basedon the FIT-Choice framework were analyzed using descriptive statistics, correlation, t-tests, and regression analysis. Theresults showed that perceived ability (M = 5.61) and personal utility (M = 5.49) were the highest-rated motivations, whileintrinsic motivation was lower (M = 2.66). Students who preferred teaching reported significantly higher social utility (p= 0.013), intrinsic motivation (p = 0.034), perceived ability (p = 0.014), and personal utility (p < 0.001). Correlationswith career preference were weak, with personal utility showing the strongest negative association(r =-0.26). Regression analysis confirmed that only personal utility significantly predicted career preference (β =-0.104, p = 0.001). Thesefindings suggest that teaching career preference reflects a layered motivational structure in which practical considerations increase attractiveness but do not necessarily support long-term commitment.
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