Why Experienced Professionals Pursue a Career Change into Teaching: A Qualitative Study of Career-Change Student Teachers in Japan

Teacher shortages have increased interest in career-change teachers (CCTs) as a potential source of experienced professionals entering teaching. Although previous research has identified intrinsic, altruistic, and extrinsic motivations for career change into teaching, less is known about the motivations of individuals who are still preparing for a career change through teacher education, particularly in Japan. This study therefore explores the motivations of experienced professionals enrolled in primary school teacher education in Japan to pursue a career change into teaching, while also considering how they describe these motivations in relation to their prior professional and personal experiences. A qualitative research design was employed. Semi-structured interviews were conducted with 13 CCSTs enrolled in a distance-learning teacher education program in Japan. Interview data were analyzed inductively using qualitative content analysis. Five motivational categories were identified: (1) interest in and passion for teaching; (2) commitment to working with and supporting children; (3) commitment to educational change; (4) personal reasons; and (5) working conditions and job security. Participants described these motivations in relation to a range of professional, personal, and educational experiences. The findings indicate that experienced professionals preparing for a career change into teaching described multiple, overlapping motivations, including intrinsic, altruistic, and practical considerations. Participants also described these motivations in relation to their previous professional experiences, family circumstances, and encounters with educational practice. These findings provide insight into career-change motivation during the pre-entry stage of teacher preparation in Japan.