The role of education is central to a nation's economic prosperity, social cohesion, democratic engagement, and sustainable development. Although not the exclusive determinant, teacher quality is critical to the success of an education system [1]. Teaching is no longer a "profession for kind-hearted people" [2, p. 409] [3] but a complex and demanding profession with conditions of access and practice, as well as rights and duties classically associated with highly valued professions.

The low status of the teaching profession, low salaries, working conditions, the increased difficulty in accessing initial education courses, candidates’ past experiences as students, and the ageing of the profession are factors linked to the global teacher shortage [1] [4] [5]. Portugal faces a similar scenario, with studies warning of a severe shortage crisis [6]. By 2030, over 34,500 teachers are expected to retire, requiring a substantial replacement. However, the annual number of graduates from professionalising master's programmes is declining, proving insufficient to meet projected recruitment needs [6]. In response, the Portuguese government has introduced measures to attract and retain teachers [7].

In Portugal, teaching qualification requires completing two study cycles—a Bachelor's and a Master's degree. Recent government measures include increased autonomy for Higher Education Institutions in assessing applicants’ qualifications and improved remuneration for trainees. Additionally, a shorter training path is now available for individuals with master's or doctoral degrees in education-related fields. This initiative seeks to integrate highly specialised but underemployed professionals into teaching. While potentially beneficial, such measures require careful monitoring and evaluation in light of international experiences [8].

Despite the increased international scientific production on teacher shortages, studies in Portugal remain scarce [4] [9]. This study assumes that a deep empirical understanding of the factors that attract or deter individuals from choosing teaching and their perceptions of the profession can yield significant insights for future teachers and students [10]. Such knowledge can inform policies to enhance the profession’s attractiveness and improve initial teacher education programmes.

This exploratory study aims to identify the factors influencing the decision to retrain for the teaching profession in Portugal, exploring the elements that motivate and discourage this decision. To this end, the perceptions and beliefs of potential candidates for teaching will be examined, namely, individuals who hold master's and doctoral degrees, who are or are not in the labour market and who could benefit from the new routes to retraining for teaching. The aim is also to understand how sociodemographic and academic variables affect motivations and representations of the teaching profession. The research thus seeks to contribute to building a body of knowledge that supports public policies to strengthen the teaching profession's attractiveness and improve initial teacher training programmes. Our main research questions are: What factors motivate or dissuade individuals with a master's degree and/or doctorate in education-related areas, whether employed or not, to convert their career path and enter the teaching profession in Portugal? How do sociodemographic and academic variables influence their perceptions and beliefs about teaching?

This exploratory study aims to identify the factors that influence the decision to retrain to teach in Portugal, analysing the elements that motivate or dissuade this choice. To achieve this goal, a qualitative approach will be adopted, which will enable an in-depth understanding of the perceptions and beliefs of potential candidates for the teaching profession - individuals with master's and doctoral degrees in areas related to education, employed or not, who could benefit from the new retraining routes for teaching. The methodological choice is based on the qualitative approach, as this allows us to capture the complexity of the participants' representations and motivations, providing a robust empirical basis for interpreting the factors that influence the decision to enter the teaching profession. Qualitative analysis also makes it possible to identify new patterns and relationships between the variables studied, favouring the construction of knowledge based on the experiences and perspectives of the participants. Data will be collected through semi-structured interviews, which will allow us to explore in detail the motivating and dissuading factors behind choosing the teaching profession. The interviews will be recorded and transcribed, guaranteeing the reliability and systematisation of the data. The data collected will be organised and analysed using Nvivo software. The analysis will follow a hybrid process, combining deductive and inductive strategies. Initially, a priori categories will be used based on the theoretical mapping of the field and the dimensions of the interviews. In the second phase, an inductive process will be adopted, supported by grounded theory, allowing new categories and subcategories to emerge.

This study should have a significant impact on teacher recruitment policies, initial teacher training and, consequently, the quality of education at national and international level. The research will make it possible to empirically capture the factors that motivate or discourage the choice of teaching and understand the perceptions and beliefs of potential candidates for the profession. The results could also provide relevant information on the new policy to incentivise entry into the teaching career that is currently being implemented. By analysing the elements that influence the decision to enter the teaching profession among individuals with a master's degree or doctorate, the study will contribute to building grounded knowledge that supports public policies to enhance the profession. It is hoped that the data obtained will reinforce the attractiveness of teaching and improve the conditions of access and retention of new teachers, mitigating the challenges of the teaching shortage. In addition, the results will provide essential information for reformulating initial teacher training programmes. Analysing the motivations and barriers faced by highly qualified candidates will make it possible to adjust training strategies, making them more effective and aligned with the needs of candidates and the education system. In the short term, the study will provide concrete evidence to guide government and institutional actions to attract new teachers. In the long term, it could contribute to structural changes in education policies, promoting a more sustainable and attractive system for teachers, students and society.

[1] European Education and Culture Executive Agency, Eurydice, Structural indicators for monitoring education and training systems in Europe 2023 – The teaching profession, Publications Office of the European Union, 2023. [2] Lopes, A. (2022). Professoras e professores portugueses 2021 - "que caminho tão longo. In Estado da Educação 2021 (pp. 408-421). [3] Simões, A. R., Lourenço, M., & Costa, N. (Eds.) (2018). Teacher Education Policy and Practice in Europe: Challenges and Opportunities for the Future. Abingdon: Routledge. [4] Flores, M. A., & Niklasson, L. (2014). Why do student teachers enrol for a teaching degree? A study of teacher recruitment in Portugal and Sweden. Journal of Education for Teaching, 40(4), 328-343. [5] Thomas Dotta, L., & Marta, M. (2023). Perceções, Sentimentos e Afetos [Perceptions, Feelings and Affections]. In. A. Lopes, & L. Thomas Dotta (Coord.). A profissão docente em tempos de democracia: fatores de mudança [The teaching profession in times of democracy: factors of change]. CIIE – Centre for Research and Intervention in Education. (pp. 176-223). [6] Nunes, L. C., Reis, A. B., Freitas, P., Nunes, M. & Gabriel, J. M.(2021). Estudo de diagnóstico de necessidades docentes de 2021 a 2030. Direção-Geral de Estatísticas da Educação e Ciência (DGEEC). [7] Decreto-Lei 112/2023 de 29 de Novembro. Diário da República n.º 231/2023, Série I de 2023-11-29. Presidência do Conselho de Ministros. [8] Öztürk Akar, E. (2019). Alternative Teacher Certification Students’ Motivations of Teaching. Australian Journal of Teacher Education, (44)11. [9] Barros, S., Peixoto, C., Pessanha, M., Ferreira, T., Barros, A., Kiel, E., Weiß, S., & Keller-Schneider, M. (2021). A escolha de uma carreira no ensino em Portugal: Motivos e autoeficácia de estudantes de mestrado. Revista Portuguesa De Educação, 34(1). [10] Watt, H. M. G., Richardson, P. W., & Smith, K. (2017). Why teach? How teachers' motivations matter around the world. In H. M. G. Watt, P. W. Richardson, & K. Smith (Eds.), Global perspectives on teacher motivation (pp. 1–21). Cambridge University Press.