Abstract
Intrinsic motivation plays a critical role in influencing an individual's career choices. Since 2017, Gen Z, as the youngest generation to enter the workforce, exhibits distinct career motivations compared to earlier generations. However, there is still very little research that explores a person's intrinsic motivation in choosing a career as a teacher. This research aimed to explore the intrinsic motivation of prospective teachers from Gen Z to become professional teachers in elementary schools. The study included 12 pre-service teachers enrolled in the elementary school teacher education program, selected using purposive sampling techniques. By adopting qualitative focus group study research, the results showed that intrinsic motivation to become a teacher in elementary schools included three main themes, namely: the interest in teaching, self-development, and comfort in teaching. This research made an important contribution to the understanding of intrinsic motivation in entering a career as a teacher, which could assist in the development of strategies and policies that support the recruitment and retention of quality teachers.
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