Career Motivations as Sources of Teacher Identity in Foreign Language Education

A wide range of factors impact the choice teaching as a career and result in entry to profession. The notion that these motivations may also be possible antecedents teacher identity was rationale behind this study. present study aimed determine pre-service English foreign language (EFL) teachers’ motivation for choosing identities, gauge what extent predict their identities. study, therefore, adopted correlational design, more specifically, multiple regression technique. Participants included 271 undergraduate students majoring an EFL education program state university Turkey. data collected through set scales were analysed statistically. Results obtained using Factors Influencing Teaching Choice (FIT-Choice) model showed three major self-reported motives altruistic-type social utility values called shaping future children/adolescents making contribution well job transferability, component personal values. Teacher levels appeared display steady increase each four grade from freshman senior year. Multiple results indicated accounted substantial proportion variance identity. Among motivations, ability, intrinsic value working with strongest positive predictors identity, respectively. Following these, time family fallback negatively predicted Based on findings, educational implications drawn directions research discussed.