Exploring the Motivational Factors Influencing Prospective Teachers’ Commitment to Teaching as a Career Choice

This study examined the motivational factors that influence prospective teachers’ commitment to teaching as a career choice. Drawing on Self-Determination Theory, Expectancy–Value Theory, and Social Cognitive Career Theory, the study investigated the relative roles of intrinsic, extrinsic, and altruistic motivations in shaping career commitment, as well as the mediating influence of teaching self-efficacy and professional identity. A mixed-methods approach was employed, based on survey data collected from 300 prospective teachers enrolled in a public university teacher education program in Pakistan, supplemented by qualitative interview evidence drawn from the same dataset. Descriptive results indicated that prospective teachers reported high levels of motivation across all dimensions; however, altruistic motives such as the desire to inspire students and contribute to society, along with intrinsic motives related to personal fulfillment and enjoyment of teaching, were more strongly endorsed than purely extrinsic considerations. Inferential analyses demonstrated that intrinsic and altruistic motivations were significant predictors of career commitment, whereas extrinsic motivations, including job security and economic benefits, showed limited explanatory power when internal motivations were considered. Mediation analyses further revealed that teaching self-efficacy and professional identity partially mediated the relationship between motivation and commitment, suggesting that internally motivated prospective teachers are more likely to develop confidence and a strong sense of themselves as future teachers, which in turn strengthens their intention to remain in the profession. The findings highlight the central role of internalized motivation in sustaining commitment to teaching and underscore the importance of teacher education programs that foster intrinsic interest, altruistic values, and professional identity formation. These results offer important implications for teacher recruitment, preparation, and retention strategies, particularly in contexts facing persistent challenges in maintaining a committed teaching workforce.