Document Type : Original Research
Authors
1
Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
2
Ph.D. Candidate in Educational Administration, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.
3
Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.
10.48310/itt.2026.22494.1326
Abstract
ABSTRACT
Background and Objectives: Given the challenges in recruiting and retaining high-quality teachers, understanding motivations for entering the teaching profession is a fundamental necessity. The aim of the present study was to qualitatively explore the factors influencing the choice of teaching as a career among student teachers at Farhangian Universities in West Azerbaijan Province. Methods: The study employed thematic analysis as its analytical approach. Data were collected through semi-structured interviews with 32 student teachers (male and female) selected via purposive sampling, and were analyzed using MAXQDA software. Findings: Results from open, axial, and selective coding indicated that choosing the teaching profession is a multidimensional phenomenon shaped by the interaction of five main categories: (1) individual factors, focusing on personal interest, psychological security, and the desire for self-knowledge; (2) social factors, including social status, family influence, and aspiration to impact society; (3) cultural factors, emphasizing religious standing and spiritual sanctity; (4) economic factors, such as salary, benefits, and job security; and (5) environmental and professional factors, including occupational autonomy and school working conditions. Conclusion: The findings revealed that although economic and job security act as motivators, intrinsic motivations, altruistic values, and mission remain central in decisions to enter the teaching profession.
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