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The research aimed to deeply explore what motivated the students to be teachers and to examine whether or not any differences of motives between male and female students. The research used quantitative approach, using questionnaire adapted from Factors Influencing Teaching Choice (FIT-Choice) scale and employed Likert scale. Primary data of the research was student motivation to be a teacher. The number of student being respondents was 83 students. Data collected was analysed using mean or percentage and independent sample t-test. The research results showed the motives of students being a teacher as follows: make social contribution (mean: 5,66), enhance social equity (mean: 5,54), shape the future of children (mean:5,51), work with children (mean:5,29), prior teaching and learning experience (mean:5,27), intrinsic value (mean:5.16), job security (mean: 4,79), perceived teaching abilities (mean: 4,78), time for family (mean: 4,76), and social influences (mean: 4,39). However, there were five dominant motives spread along the aspects: wanting to help children learn, influencing the next generation, raising the ambitions of underprivileged youth, making social contribution, and being interested in teaching. The independent sample t-test analysis resulted that there is no difference of motivation between male and female students of Elementary Teacher Education, but one motive, time for family, where the P value (0,02) is smaller than 0,05. The research recommends recruiting high school students with high social sense to be student teacher in college of education.

Motivations to be School Teacher: an Examination of Student Teachers' Reasons