Motivational processes of preschool teachers before and after entering the teaching profession

Apart from other grade levels and branches of the teaching profession, preschool teaching constitutes a unique place in the teaching profession regarding its target group and instructional objectives. The aim of this study was to investigate the essence of preschool teachers’ experiences regarding motivational factors in choosing and working in the teaching profession in Turkey. The study was designed using a qualitative method and conducted with 23 preschool teachers across Turkey. The Teacher Motivation Questionnaire, consisting of six open-ended questions and related sub-questions regarding motivational processes, was utilized with participating teachers. Teacher responses were analyzed through content analysis. The findings revealed that intrinsic, extrinsic, and altruistic factors have a role and vary in the career path of preschool teachers. It was found that love for children, the role of significant others, the desire to teach, job opportunities, and working conditions were the factors that motivated preschool teachers to choose this profession. While defining the most significant motivation source in the profession after entering the field, teachers highlighted factors such as children, change, love for the profession, positive feedback, working conditions, and career opportunities. While children were among the most critical factors in increasing preschool teachers’ motivation, the quality of working conditions and relations with teachers, administrators, and families both negatively and positively affected teachers’ motivation. All of the preschool teachers reported that they recommend the profession to potential candidates by reminding the personal characteristics of preschool teachers and the challenges and professional requirements of the profession.