Making teaching a career choice: a study of the ‘pull factors’ among preservice teachers in Ghana

There is a pressing need to understand the motivations behind choosing teaching as a career, particularly in diverse educational settings, to inform effective recruitment and training strategies. Underpinned by Watt and Richardson’s (2007) FIT-Choice (Factors Influencing Teaching Choice) framework, this study addressed the gap by employing a quantitative cross-sectional survey design to determine if there were differences in teaching choice motivations between preservice teachers training in Colleges of Education and those in teacher training universities in Ghana. It also examined the relationship between the preservice teachers’ demographic backgrounds and motivations to become teachers. Using a multi-stage sampling technique, we selected 2,500 preservice teachers who responded to a modified online version of Watt and Richardson’s (2007) FIT-Choice questionnaire. We analysed the data using descriptive statistics, independent samples t-tests and multiple linear regression. The study revealed significant differences in the teaching choice motivations of the two preservice teacher categories. For example, while a higher number of university preservice teachers chose to enter teaching because it was their last resort (i.e. a fallback career) and would allow them time for their families, their counterparts in colleges were mainly motivated by the impact they could make on society (i.e. social influences) and to shape the future of children/adolescents. Additionally, the study found that, except for age, the preservice teachers’ demographic backgrounds significantly influenced their motivation to become teachers in Ghana. We explored the study’s contributions to theory, policy, and practice in education.