Open AccessDemystifying the Mystery of Second Career Teachers’ Motivation to Teach
Author(s) -
Yvonne HunterJohnson
Publication year - 2015
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2015.2267
Subject(s) - axial coding , expectancy theory , psychology , grounded theory , qualitative research , pedagogy , mathematics education , social psychology , sociology , social science , theoretical sampling
Within the field of education, there has been much discussion regarding what prompts the career change of second career teachers. This study examines motivational factors that influence second career teachers’ decision to teach and how their previous careers influence their teaching experience. The theoretical framework that acts as foundational platform is the Expectancy Theory. The study utilized a qualitative approach. Data was collected using focus groups and analyzed utilizing open coding consistent with Corbin and Strauss (2010). The results of the study revealed that most participants were intrinsically motivated to transition to the teaching profession.