Abstract
Attracting talented students to the teaching profession is crucial if schools are to be at the forefront of preparing future generations for effective participation in a complex society. This research identified the perspectives of Year 12 (final-year) students on teaching as a career, and the factors influencing these perspectives. The data set involved 470 students from five Catholic secondary schools in Western Australia. Results indicated that Year 12 student perspectives were multifaceted and influenced through student experiences, beliefs, personality, and expectations. A conceptual design was proposed to explain the domains of influence on student perspectives of teaching as a career.
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