A cross-regional systematic review of in-service teachers’ motivation and lived experiences in graduate school

Many teachers pursue graduate study while continuing full-time teaching, yet evidence on their motivations and experiences remains fragmented across countries and regions. This systematic review synthesized empirical research on in-service teachers' motivations for entering graduate study and their lived experiences during participation. Following PRISMA 2020, studies published between 2015 and 2025 were identified through ERIC, EBSCO Education Source, Scopus, Google Scholar, and citation tracking. Forty-nine studies met the inclusion criteria. A convergent integrated synthesis was used to analyze qualitative, quantitative, and mixed-methods evidence across eight regional groupings. Teachers’ motivations clustered into four themes: professional and practice-oriented; career advancement and credential-related; academic and research-oriented; and personal, social, and externally driven. Their lived experiences clustered into academic experiences, the professional–study interface, emotional and well-being experiences, and identity and role negotiation. The reviewed literature also showed differences in emphasis across regional evidence bases. Career advancement and credential-related motivations were more frequently represented in Southeast Asia and North America, academic and research-oriented motivations in East Asia, and professional and practice-oriented motivations in Africa. Across the evidence, graduate study was shaped by the interaction of teaching responsibilities, credential systems, workload demands, institutional support, and professional identity. By focusing specifically on in-service teachers, the review clarifies graduate study as a professional pathway and highlights implications for program design, workplace support, promotion policies, and future research.