Motivations for Becoming a Teacher: A Study of Pakistani ESL Student Teachers’ Views on the Teaching Profession

Abstract

This study explores the perceptions of undergraduate ESL student teachers in Pakistan regarding the teaching profession and their motivations for pursuing it as a career. The demographic targeted consisted of undergraduate students enrolled in teacher education programmes.   Purposive sampling was implemented to identify seventy undergraduate ESL student instructors.   The data were collected through emails in which students expressed their aspirations to become teachers, their perceptions of the teaching profession in the Pakistani context, and any individuals or circumstances that influenced their decision.   The study employed a qualitative research methodology to categories students' responses, identifying recurring themes and diverse motivating factors. The results suggested a variety of motivations, such as a commitment to national development, the benefits of inspiring educators, employment security in the public sector, and a profound aspiration to mentor and educate the youth.   The results also emphasized the development of emergent educational identities, which are influenced by a variety of personal and institutional factors.   These insights suggest that it is imperative to organise teacher education programmes in Pakistan to accommodate a variety of motivational origins, thereby enhancing student engagement, programme completion rates, and long-term commitment to the professional teaching field.

Keywords: Teacher Education; ESL Student Teachers; Teaching Profession Perceptions; Career Choice Motives