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Abstract
At a time of critical shortage of world language teachers, limited research is available to guide recruitment initiatives. In response, researchers administered the Factors Influencing Teaching Choice (FIT-Choice) scale to world language teacher candidates across the United States and interviewed a subset of respondents to investigate their motivations for becoming world language teachers. This mixed methods analysis suggested motivation factors in common with other disciplines, factors unique to world language, and possible career deterrents. Results also indicated a possible relationship between several motivational influences and perceptions and commitment to the profession.
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