Book Chapter Synopsis: Motivation To Teach

Why do people choose to become teachers? For some, it is a calling—an intrinsic passion for shaping young minds. For others, it is a practical career choice, offering job security and stability. In South Africa, where education is deeply intertwined with the country’s historical inequalities, the motivations behind choosing to teach are complex and revealing.

In my chapter for Preparedness to Teach: A Longitudinal Insight into Student Teachers’ Experiences of Learning to Teach in the Foundation Phase Classrooms, I explore how pre-service teachers at two universities—Atlantic Cape University (ACU) and Cape Highlands University (CHU)—navigate their motivations to teach throughout their training. The study follows them from their early years of study to their final year, offering insights into how their motivations shift over time.

Teaching is often framed as both a personal and political act. Teachers are not just professionals delivering curriculum content; they are key figures in shaping the future of society. However, discussions on teacher quality often overlook a crucial factor—teacher motivation. Research suggests that motivated teachers are more likely to adopt innovative teaching practices, engage meaningfully with students, and remain in the profession long-term.

In the study, I categorised pre-service teacher motivation into three key areas:

📌 Altruistic motivation – The desire to contribute to society, help students, and promote social justice.

📌 Intrinsic motivation – A personal love for teaching, a passion for working with children, and a sense of fulfilment in the profession.

📌 Extrinsic motivation – Practical considerations such as salary, job security, and career opportunities.

One of the most fascinating findings was how motivations changed between the first and final years of study.

🔹 First-Year Pre-Service Teachers:

• At ACU, 83% of students initially cited the belief that teachers are important for the future of the country as a primary motivation.

• At CHU, 80% were highly motivated by the idea of helping society through teaching.

• Across both institutions, students entered teaching with strong altruistic motivations—they saw teaching as a way to make a difference in their communities and the country as a whole.

🔹 Final-Year Pre-Service Teachers:

• By their fourth year, ACU students ranked enjoying working with young children (80%) as their top motivation, while only 11% still prioritised the national importance of teachers.

• At CHU, teachers being important for the future of the country remained a strong motivation (80%), but the importance of helping society declined from 80% to 64%.

• This suggests that while students still saw teaching as meaningful, their focus had shifted from broad societal change to direct, classroom-level impact.

Several factors could explain why pre-service teachers’ motivations evolve during their training:

✔ The Reality of Teaching: Many students start with idealistic views of teaching but later encounter the structural challenges—overcrowded classrooms, under-resourced schools, and systemic constraints—that shape the profession in South Africa.

✔ The Emotional Connection to Teaching: As students gain hands-on experience, their motivations become more personal. Instead of seeing teaching as a means of changing the country, they find fulfilment in their day-to-day interactions with learners.

✔ Financial Considerations: Interestingly, extrinsic motivations like salary remained a low priority for most students. While some recognised the stability of teaching jobs, only 9% of ACU students and 10% of CHU students considered teachers to be well-paid.

South Africa, like many countries, faces high teacher attrition rates. Studies show that early-career teachers are particularly vulnerable to leaving the profession due to stress, lack of institutional support, and inadequate salaries. If motivations shift away from broader societal aspirations towards more personal, classroom-centred fulfilment, education policies need to ensure that teachers are supported in maintaining that fulfilment.

✔ Strengthening Support Systems: Mentorship programs, professional development opportunities, and school-based support structures can help teachers sustain their passion for teaching.

✔ Recognising the Value of Teachers: While financial incentives are not the main motivator for teachers, better pay and working conditions can help prevent burnout and attrition.

✔ Bridging Policy and Classroom Realities: Many policies focus on teacher performance and curriculum outcomes, but few policies address the emotional and motivational aspects of teaching. Ensuring that teachers feel valued and motivated is crucial for long-term retention.

This study highlights a fundamental truth: teachers are not just professionals—they are individuals whose motivations evolve as they grow in the profession. While they may enter teaching with broad societal aspirations, their passion often becomes rooted in the relationships they build with learners. Understanding and nurturing teacher motivation is essential for ensuring quality education, not just in South Africa but worldwide.

As policymakers, researchers, and educators, we need to ask ourselves: Are we doing enough to support and sustain the motivations that bring teachers into the classroom in the first place?

(This book is in publication with African Sun Media, a link will follow soon💥)