גורמי הנעה וראיית המקצוע כקריירה לחיים בקרב סטודנטים בשנה א' בשלושה מסלולי הכשרה להוראה

The aim of this study was to investigate the intensity of the intrinsic and extrinsic motivations of 434 first-year students from three teacher education tracks (B.Ed., retraining academics for teaching, and M.Teach) in three colleges of education (two secular, one religious). Using a quantitative methodology, we examined the link between population characteristics and motivations for studying teaching; variances in motivations; and whether there is a difference between the tracks in terms of motivations, professional aspirations, and the range of expectations s results reveal that, in the entire research ׳ for persisting in teaching. The study population, intrinsic motivations are higher than extrinsic motivations. However, there is a significant difference between the tracks and sectors. Similar professional aspirations were found in all three tracks: almost half of the population want to be teachers, over a quarter aspire to be subject coordinators and managers in the education system, and about a quarter anticipate careers outside the education system. There is similarity between the tracks in the range of expectations for viewing teaching as a career: between five and 15 years of teaching work. The results of the study contribute to understanding the motivations for choosing teaching, and their connection to wellbeing at work. They also contribute to understanding the significance of strengthening professional identity and sense of competence during the training stage, and provides insights into the cost-benefit ratios of the training tracks.