Motivational and Perceptual Factors for Choosing Teaching as a Career in Chile: Sex Differences

This study analyzes the similarities and differences by sex in the motivational variables for choosing teaching as a career. We aimed to determine the motivational variables that influence the decision of teacher trainees to pursue teaching, according to their sex. A total of 995 teacher trainees from four Chilean universities participated in this study. Women represented 65.7% of those who responded to the research instrument (n = 654), while men constituted 34.3% (n = 341). The study used the FIT-Choice scale (factors that influence the choice of teaching). This work presents evidence of differences by sex regarding the motivations that the literature has identified as relevant for the selection of teaching in Chile. The comparative results showed that women are more motivated than men by their studies, perceive themselves as having greater teaching abilities, and are more satisfied with this professional choice. Intrinsic value is the primary motivational factor explaining job satisfaction in both sexes. However, its influence is greater in men. This is followed in importance by social utility, perceived ability, and prior teaching and learning experiences. The positive relationship between perceived demands of the profession and the desire to pursue teaching is particularly notable among men. The implications of these findings are analyzed.