Abstract:
The purpose of this study was to understand student teachers’ motivation to enter the
teaching career as Kazakhstani men. This study was guided by two research questions: Why
do men choose to become teachers? and what beliefs do men have about teaching? This
research replicated the Factors Influencing Teaching (FIT) choice scale, a quantitative
approach designed by Watt and Richardson (2007). The survey included a scale from one to
seven to express the spectrum of opinions. The survey was distributed to 14 regions and the
three national status cities of Kazakhstan. A total of 562 men from across the country filled
out the survey about their teaching career motivation and beliefs. The quantitative data was
analysed using R studio. Multiple MANOVAs were applied to the motivation factors and
beliefs items. Chi-square tests were used to find associations among the motivation and
demographics items. The findings of this study showed correlations with international
findings, along with unique data. Student teachers in Kazakhstan were motivated intrinsically
and altruistically, but they also were motivated by job security and identified that their
teachers have had a positive impact on career choices. Findings demonstrated that men in
Kazakhstan think teaching is demanding and are satisfied with their career choice. In contrast
to international findings Kazakhstani student teachers believe that teaching is a high-status
profession. Student teachers suggested a higher salary and better-quality career counselling at
the school level to attract more men into teaching. Further studies are recommended to get a
deeper and richer image of motivation. Practical implications for schools and school leaders,
policymakers, and men in teaching and those planning to enter the teaching field are
discussed.
Keywords: motivation, teaching, beliefs, career choice, FIT choice scale, male teachers