In many countries, the shortage of teachers — mainly of mathematics or science teachers — has become an alarming phenomenon over the years. Many studies have sought to explore the roots of this phenomenon. Most of them have focused on the magnitude and determinants of this shortage. Drawing on motivational theories, we investigate the factors that motivate individuals’ decision to become mathematics or science teachers, and the mechanism that supports their continuous engagement in the profession.

The pioneering study of Herzberg, Mausner and Snyderman (1959) developed the conceptual framework of the motivational aspects for job satisfaction. This theory claims that job satisfaction derives from lower order (hygiene factors) needs and higher order needs (motivation). These needs are divided into extrinsic aspects and intrinsic aspects. The classical 'Self-Determination' theory, recognized by Deci and Ryan (1985), asserts that when these two aspects are suitably addressed, positive motivational outcomes are generated. These outcomes, which are complemented by external rewards and the gratification of psychological needs, lead to a strong sense of fulfilment, belonging, self-efficacy, and confidence in one’s personal choices.

Many studies suggest that teachers are more motivated by intrinsic factors than by extrinsic factors (Shen et al, 2012). This is not meant to imply that extrinsic factors are not important for teachers; on the contrary, the absence of extrinsic factors can lead to dissatisfaction, shortage and even attrition (Borman & Dawling, 2008). Nevertheless, “money is not the be all and end all”. It has been suggested that increasing teachers’ salaries would be of limited benefit (Malanowski, 2003), and that governmental policies meant to provide external incentives, such as financial rewards, did not adequately resolve the problem of teacher satisfaction or attrition (Cabansag, 2013).

Teachers’ intrinsic needs are related to personal and organizational dimensions. As for the personal dimension, studies have shown that individuals are drawn to the teaching profession due to sense of a mission, particularly the desire to work with children, and to help young people learn (Hillier, De Winter & Twidle, 2013; Watt & Richardson, 2008). Accomplishing this goal may generate positive consequences for teachers, leading to an improved sense of self-efficacy (Skaalvik & Skaalvik, 2011). Other factors that generate job satisfaction and increase personal intrinsic motivation include a sense of a challenge and meaningfulness, expression of creativity, and opportunities for learning and professional growth (Johnson & Birkeland, 2003).

Internal factors influence motivation even at the pre-service stage, before becoming full-fledged teachers. A study conducted in the Australian educational system analysed pre-service teachers’ decisions to become mathematics or science teachers (Dawson, 2007). The results revealed that more than one third of the participations (36%) mentioned an altruistic purpose as their reason for pursuing a career as a mathematics or science teacher. They expressed a wish to make a difference in the lives of young people. Job conditions were mentioned as a second reason. Around 70% of the participants claimed that they chose to specialize in teaching mathematics or science out of a passion for and a connection to these fields.

On the organizational dimension, researchers have found that administrative support, collaborative interaction with colleagues, empowerment, participation in job decisions, and autonomy predicted teachers' career decisions (Dupriez, Delvaux and Lothaire, 2016) These features enhance performance and productivity, improve morale, and professional self-efficacy, and are likely to ensure teacher retention.

Research Questions:

1. How do mathematics and science teachers explain the increased shortage of teachers in their field?
2. What were their motivations for choosing a career as mathematics and science teachers?
3. To what extent do mathematics and science teachers develop a sense of professional engagement?

Context: In Israel, there is a constant shortage of mathematics and science teachers (Donitsa-Schmich & Zuzovsky, 2014). The main field of study with a similarly significant shortage of teachers is English. As a result, many under-qualified teachers teach these fields of study at all school levels. In a 2010 report, it was found that only 18.3% of the mathematics teachers and 37.1% of the science teachers in the elementary-school system had appropriate training (Blass, 2010). Other evidences indicates a shortage of about 300 mathematics teachers and 150 science teachers in the secondary-schools system (Wargen, 2013). This shortage is a product of the decision of many education-college graduates (about 30%) in these fields of study not to pursue a career in teaching (Blass, 2010), and of many in-service mathematics and science teachers to quit teaching (Arviv-Elyashiv & Zimmerman, 2015). Participants: Data were collected in one of the largest teacher education colleges in Israel, located in the country’s central region. Teacher-training programs in this college are offered in various disciplines, including mathematics and science, and they aim to prepare candidates to teach in the secular school system. Each year, approximately 50 new mathematics and science teachers graduate from the program. The sampling framework included 467 teachers in this discipline who graduated between 2003-2013. Phone numbers and/or e-mails were collected from the college administrative authorities; however, 116 graduates could not be traced. The data collection method was either through a non-anonymous phone or an online survey. From the 351 graduates that were located, 122 consented to participate (35%); of these, 51 graduates were certified to teach mathematics and 71 graduates were certified to teach science. Research Questionnaire: An anonymous questionnaire was administered to the participants. The questionnaire consisted of four parts: background information, motivations for selecting teacher training in general and teacher training in mathematics or science in particular, professional identity and attitudes towards the shortage of mathematics and science teachers. The three last parts were measured by Likert-like scale ranging from 1= ‘do not agree’ to 5 = ‘agree completely’. Analysis: The data was analyzed by descriptive statistics and independent t-tests A linear regression was estimated to examine the effect of the motivation to become a teacher on professional engagement.

The results indicate that teaching-career decisions are strongly associated with intrinsic motivations. Many of the participants, all of whom initially chose to become mathematics and science teachers, did so as a result of idealistic motives. These motivations predicted positive professional engagement. Our results also indicate that the occupational conditions and the career opportunities are marginal considerations in the decision to become a teacher. According to the ‘principal-agent’ theory, for teachers who are motivated by intrinsic incentives, the positive contribution of the extrinsic motivations is limited (Levačić, 2009). They usually follow their mission with little regard for the occupational conditions. However, given the complexity of teachers tasks, it would make sense to guarantee certain external incentives as a way of ensuring the effectiveness and quality of teaching. Following Herzberg et al. and Deci & Ryan, the results suggest that retention among mathematics and science teachers may be classified through a pyramid of needs This pyramid has three layers. The first layer, the base of the pyramid, is formed by profound intrinsic motivations. Intrinsic motivation provides teachers with fulfilment and professional development. The second, intermediate layer involves the extrinsic motivations – the occupational needs. Decent occupational conditions are needed as a security net. The third layer, the top of the pyramid, encompasses the aspects of professional engagement - professional identity needs. Professional engagement is a psychological response that encourages feelings of commitment and belonging. Reaching this point has a positive effect on retention. Reducing the shortage of mathematics and science teachers calls for broadly recognizing the importance of teachers’ ambitions and attitudes. Taking these aspects into account may serve to increase enrolment in teacher-training programs. It can also be used by school principals to design and construct a meaningful school environment, one that supports teachers’ needs, and ensures retention.

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