Abstract Purpose – This study seeks to identify the primary motivational factors influencing EFL teacher students at Farhangian University of Mazandaran, Iran, in their decision to pursue teaching as a professional career. Additionally, it aims to examine whether there are statistically significant differences in these motivational factors between male and female participants. Design/methodology/approach – A mixed-methods approach was employed to gather and analyze data. Participants—EFL teacher students—were asked to submit personal statements detailing their reasons for choosing the teaching profession. Qualitative content analysis was conducted on these narratives, allowing for the emergence of key motivational themes. These were then categorized into distinct motivational factors. Descriptive statistics were used to summarize the frequency and distribution of these factors across genders. To assess statistical significance in gender-based differences, an Independent T-Test was applied. Findings – The results revealed notable distinctions between male and female participants. Male students were predominantly driven by "Essentials & Requirements", indicating that practical considerations such as job security and financial stability played a central role in their decision-making. "Interest in Subject" emerged as the second most influential factor among males, suggesting a strong connection to the academic content they intended to teach. However, they expressed minimal interest in working with children. In contrast, female students were primarily motivated by "Indulgence", reflecting a preference for lifestyle-related benefits such as school holidays, flexible hours, and family compatibility. They also reported higher levels of "Passion for Teaching" and greater emotional satisfaction derived from the act of teaching itself. Practical implications – These findings suggest the need for further qualitative exploration through case studies involving both male and female teachers. Such investigations could provide deeper insights into how personal histories, educational experiences, and social influences shape motivational tendencies over time. Understanding these dynamics may aid in designing more effective recruitment and retention strategies tailored to the diverse motivations of prospective teachers. Originality/value – While numerous global studies have explored the motivations behind entering the teaching profession, this research fills a gap by focusing specifically on Iranian EFL teacher students—a demographic that has received limited scholarly attention. Furthermore, the study contributes to understanding gender-based differences in career motivation within a culturally specific educational context.
Mohammad Bagher Khatibi (Thu,) studied this question.