Within the field of education, there has been much discussion regarding what prompts the career change of second career teachers. This study examines motivational factors that influence second career teachers’ decision to teach and how their previous careers influence their teaching experience. The theoretical framework that acts as foundational platform is the Expectancy Theory. The study utilized a qualitative approach. Data was collected using focus groups and analyzed utilizing open coding consistent with Corbin and Strauss (2010). The results of the study revealed that most participants were intrinsically motivated to transition to the teaching profession.
Second Career Teachers, Intrinsic, Extrinsic, Motivation
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Hunter-Johnson, Y. (2015). Demystifying the Mystery of Second Career Teachers’ Motivation to Teach. The Qualitative Report, 20(8), 1359-1370. https://doi.org/10.46743/2160-3715/2015.2267