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Teaching motivations have recently received wide research attention. The FIT-Choice model (Factors Influencing Teaching Choice) comprising different motivations and perceptions of teaching has been used in different countries to research teaching motivations. In this study, using a valid Persian language version of the FIT-Choice scale, motivations, and perceptions of the teaching of 527 Iranian student teachers were studied. Results showed that some sub-constructs of the FIT-choice model changed or merged with the Iranian sample. The sacredness of the teaching job, which was added to the scale as a separate motivation, did not form a new kind of motivation and was merged with social contribution motivation. In the new structure, social/spiritual function and ability-intrinsic value were the highest motivations, while time for family, and fallback career were the lowest motivations. Moreover, although student teachers viewed teaching as a difficult, poorly-paid job that requires expertise, they were satisfied with their choice of teaching. Results also showed that male and female, science and non-science, and undergraduate and graduate teacher education candidates had different motivations and perceptions.

Why to become a teacher in Iran: a FIT-choice study