Adolescents want to be teachers? Affecting factors and two-decade trends in 39 educational systems

Abstract

Given the significance of teacher quality and the pressing need to address teacher shortages worldwide, understanding the dynamics of adolescents’ career decision-making among adolescents is crucial. This study aimed to shed light on the evolving landscape of adolescents’ teaching career expectations and its influencing factors using the Programme for International Student Assessment data spanning two decades. Results showed that (a) differences between boys’ and girls’ expectations for teaching careers had narrowed in many advanced economies, with an increasing number of boys aspiring to become teachers. (b) The disparities between high and low socioeconomic status students’ expectations for teaching had also been reduced, while efforts were still needed to recruit prospective teachers from diverse backgrounds. (c) Boys required enjoyment of reading, self-efficacy, and family and teacher support to be attracted to teaching careers, but girls were naturally inclined to be teachers. Importantly, each economy exhibited its unique combinational pattern of pull and push factors. The findings emphasised the need to address the human resource shortages on multiple fronts, particularly reducing gender disparities, engaging boys in teaching careers, and promoting inclusivity in the teaching profession.