Who will become teachers? Personal and social-environmental factors influencing preservice teachers’ entry into teaching

This longitudinal mixed-method study examines how preservice teachers' personal and social environmental factors predict their career decisions after graduation. The study investigated preservice teachers’ background, cognitive attributes, non-cognitive attributes, and perceived social environment before graduation, tracking their careers ten months later. Career decisions were categorized as becoming teachers, pursuing professional degrees, or leaving teaching. Analyses included survey responses and course grades from 606 preservice teachers and 12 follow-up interviews. Results revealed that those with better prior learning experiences, higher intrinsic and personal utility value, and greater social influences and social support were more likely to become teachers. Those with higher intrinsic value and social influences, but lower teaching self-efficacy were more likely to pursue a professional degree. Conversely, those with low intrinsic value and social influences were most likely to quit teaching careers. The findings emphasize the importance of teaching values and social support in teacher recruitment, development, and retention.