Abstract
An effective education system depends upon attracting college students into the teaching profession, but most of the research on what motivates individuals to pursue teaching merely surveys individuals who have already entered a teacher education program. This study employs an experimental design to test the effects of exposure to randomly assigned lists of reasons to teach reflecting personal utility values or social utility values on the appeal of the career to a sample of college students. Results indicate that both personal and social utility values are relevant to the appeal of a career in teaching and to a similar degree. Gender differences in this relationship were negligible.
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