This study highlights a paradox: the more developed a country is, the less attractive the teaching profession appears—for financial or status-related reasons—even as the need for teachers increases. In other words, the “vocational crisis” seems less like a lack of interest than a crisis in working conditions.
Motivations primarily tied to the meaning of the profession
Across countries, two main categories of motivations predominate. The first is intrinsic (approximately 41% of the motivations identified in the journal). Many candidates cite the joy of teaching, an interest in a subject, or the sense of being capable of imparting knowledge. Teaching is perceived as a meaningful activity that aligns with one’s personal identity.
The second is altruistic (19% of motivations). Prospective teachers express a desire to contribute to society, work with children or adolescents, promote equal opportunity, or positively influence the future of younger generations.
Overall, intrinsic and altruistic motivations account for nearly 60% of the reasons cited for becoming a teacher. These findings are consistent with major international surveys: the decision to teach is based primarily on an interest in the profession and a desire to contribute to the common good. In other words, in most cases, becoming a teacher is not simply an economic calculation.
The Changing Role of Material Motivations
Extrinsic reasons for teaching (i.e., job security, income stability, work schedules compatible with family life, and social status) account for about 40% of the motivations cited across all studies. However, their importance varies greatly depending on cultural and historical contexts.
In middle-income countries, teaching is often seen as a way to gain access to higher education, secure a stable job, or enjoy a respected status (52% of motivations). It can serve as a path to social mobility or a pragmatic choice in a tight labor market. In contrast, in countries with high levels of human development, these material considerations are much less central (34% of motivations).
This contrast can be explained by a structural mechanism. When higher education becomes more widespread and career opportunities diversify (in highly developed countries), teaching is no longer one of the few stable professions available to graduates. It becomes just one option among many. If, at the same time, its relative pay or prestige grows more slowly than that of other skilled careers, its attractiveness diminishes in comparison. This is not necessarily an absolute decline in the profession, but rather a relative weakening within a more competitive labor market among college graduates.
A Paradox at the Heart of Education Systems
This is where we can speak of the “paradox” of teachers’ motivations. As societies develop, the expansion of school enrollment increases the demand for teachers; but at the same time, the profession becomes relatively less attractive in terms of financial compensation and status. Education systems thus find themselves in a difficult situation: they need a growing number of teachers, but can no longer rely on the profession’s comparative attractiveness to recruit them.
This paradox poses a major challenge for education policy. Can we rely solely on “vocation” to ensure the renewal of the teaching workforce in the long term?
France is fully engaged in this discussion. The majority of students enrolled in teacher-training programs report a strong interest in teaching and in the profession’s social contribution. There is no shortage of people with a calling for this work. However, the environment in which they are trained and practice can undermine this commitment.
Initial teacher training combines academic preparation, rigorous entrance exams, and teaching practicums with responsibility. This structure, within a centralized system, is often perceived as burdensome and stressful. Research shows that students may feel a disconnect between academic demands and their genuine desire to teach. Teaching practicums are also a critical phase: emotional strain, classroom management, feelings of inadequacy, and varying quality of mentoring.
The issue of recognition also plays a central role. Public debate regularly emphasizes the difficulties of the profession: school violence, loss of authority, and a recruitment crisis. While these realities cannot be denied, this focus contributes to a symbolic redefinition of the profession—but in a negative light. Yet social status matters. When the required level of education rises without corresponding material and symbolic recognition, a sense of social decline can set in.
Finally, the accumulation of reforms and the centralization of decision-making can create tension with expectations of professional autonomy. Yet intrinsic motivation thrives in environments where institutional coherence and trust are strong.
In France, as in many European countries, the challenge is therefore not merely to increase the number of applicants. It is a matter of restoring a balance among four interdependent factors: the coherence of initial training, the quality of support during internships, the stability of education policies, and the social and professional recognition of the profession. In short, there are people interested in the profession. The question remains whether the education system still allows them to pursue this path over the long term.
This article is republished from The Conversation under a Creative Commons license. Readthe original article.
