Exploring the Formation of Teaching Profession Choice and Entry into Farhangian University: An Interplay of Motivations and Prior Experiences among Student-Teachers

Document Type : Original Article

Authors

1 Department of Social Sciences, Farhangian University, P.O. Box 889-14665, Mashhad, Iran

2 Department of Psychology and Counseling, Farhangian University, P.O. Box 889-14665, Mashhad, Iran

Abstract

Extended Abstract
 
Exploring the Formation of Teaching Profession Choice and Entry into Farhangian University: An Interplay of Motivations and Prior Experiences among Student-Teachers
 
Introduction: The selection of a professional career is a multifaceted process influenced by a complex interplay of individual, social, and economic factors. In the context of teacher education in Iran, Farhangian University serves as the primary gateway to the teaching profession. However, the underlying drivers—whether they stem from intrinsic vocational calling or extrinsic pragmatic benefits—remain a critical area of inquiry. This study aims to investigate the motivations and prior experiences that shape the decision-making process of student-teachers regarding their entry into the teaching profession and Farhangian University.
Methods and Data: This research employed a qualitative approach to capture the depth and nuance of participants’ lived experiences.
Participants: A purposive sample of 35 student-teachers (17 males and 18 females) from various campuses of Farhangian University in Khorasan Razavi was selected, continuing until theoretical saturation was achieved.
Data Collection: Semi-structured interviews were conducted to allow for flexible yet focused exploration of the participants’ narratives.
Data Analysis: The study utilized the seven-step thematic analysis method proposed by Dickel et al., facilitating a systematic transition from raw data to high-level conceptual themes.
Findings: The analysis revealed five core themes and thirteen sub-themes that constitute the decision-making landscape of student-teachers:
Pragmatic Advantages of Farhangian University and the Teaching Profession (Extrinsic Motivation): This dominant theme encompasses job security, student stipends, career comfort, and social status.
Teaching and Learning Experiences: Reflecting on prior instructional roles and the psychological satisfaction derived from knowledge transfer and influencing others.
Societal and Familial Influences (External Determinants): The role of familial encouragement, family economic conditions, the presence of educators within the family circle, and the influence of school counselors.
Internal Disposition and Personality Traits: Individual inclinations toward interpersonal communication and an inherent interest in facilitating learner development.
Macro-Social Development and Altruism: The aspiration to impact future generations and contribute to societal transformation.
Critical Synthesis: A pivotal finding of this study is the predominance of extrinsic motivators over intrinsic and altruistic ones. While themes related to altruism and personal passion exist, the data (supported by participant narratives) suggest that economic stability, military service exemptions, and guaranteed employment are the primary catalysts for entering the profession. This imbalance suggests that many students view the teaching profession through a lens of “vocational security” rather than “pedagogical vocation.”
Discussion and Conclusion: The study concludes that while the teaching profession attracts candidates through robust institutional benefits, there is a potential deficit in intrinsic professional motivation. To ensure the long-term sustainability and quality of the teaching workforce, it is recommended that Farhangian University and relevant educational policymakers implement programs designed to foster professional identity and cultivate altruistic, intrinsic motivations among student-teachers. Strengthening the connection between pedagogical passion and professional practice is essential to mitigate the risks associated with a purely pragmatic approach to teaching.

Keywords

References

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Quarterly Journal of Education Studies
Volume 12, Issue 45
June 2026
Pages 38-58

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