Undoubtedly, improving the quality of teaching-learning processes is closely related to the role played by teachers (Garira, 2024). Among other aspects, this is especially decisive for the inclusion of students and for the achievement of a school based on the principles of equality, sustainability and social justice (Lang et al., 2024). However, the teaching activity is subject to multiple challenges and tensions, given the complexity involved in the development of this work in an increasingly demanding, uncertain and volatile scenario, which can lead, in practice, to a rise in attrition and professional desertion (Alghamdi & Sideridis, 2025). This is especially evident at the beginning of the professional career, given the bewilderment, perplexity and confusion experienced by novice teachers when they access actual practice contexts (Taşdemir & Seferoğlu, 2024). In fact, according to Federičová’s study (2021), 70% of European teachers who leave the profession do so during the first five years of teaching practice. Given this situation, it is necessary to pay special attention to the motivations and expectations that pre-service teachers have regarding their future professional performance.

A priori, the reasons for accessing a teaching career are numerous and complex, as various aspects interact and converge. Goller (2019) classifies these factors into external, internal and altruistic elements. The former are related to causes external to the teaching job, such as, for example, salary or vacations, while the intrinsic ones refer to dimensions inherent to the pedagogical task, such as interest in learning and teaching. Altruistic motivations, in contrast, allude to the social value of the profession and the desire for social transformation and improvement. Kwok et al. (2022) add to this categorization the influences of socialization, acquired through observation and interaction with other people, such as family, friends or former teachers. Nevertheless, it is important to consider that the prevalence of the type of motivation varies according to several variables, such as gender, age, educational stage or sociocultural context (Goller, 2019). Thus, while in some European countries, like Croatia, intrinsic and altruistic motivations predominate (Pavin, 2023), in Spain the influence of extrinsic and intrinsic reasons in the choice of teaching as a career option is very similar (Pérez-Ferra et al., 2021).

On the other hand, it has been found that prospective teachers who exhibit high intrinsic and altruistic values tend to show higher professional expectations and a greater attraction for leadership performance (Bergey & Ranellucci, 2021). Interest in working with children, concern for teaching, and desires to transform education are closely related to the purpose of remaining in the teaching career and participating in professional development programs. Initial access motivations are also strongly connected to leadership aspirations. In fact, those pre-service teachers who are notably attracted to teaching tend to be more perseverant in the face of difficulties and set higher career goals (Kang et al., 2024). Focusing on these types of issues during the early stages of training is of particular interest in an attempt to alleviate the disaffection that the principalship often generates among the teaching staff (Vázquez-Toledo et al., 2023). In view of the above, the present study aimed to answer the following research questions: (1) What are the reasons that motivate aspiring teachers to become future teachers? (2) What expectations do they have for their professional future?

The study involved 366 students in the 1st year of the Bachelor’s Degree in Primary Education at the University of Alicante (Spain) enrolled in the subject Management and Innovation in Educational Contexts. According to the syllabus, this is a basic subject that provides future teachers with the necessary knowledge about the organization and management of school institutions and educational innovation. Of the participants, 69.70% were women and 74.6% were between 18-22 years of age. The vast majority had completed High School as a pathway to university (87.7%). An ad hoc questionnaire was used to collect the data, consisting of 3 closed and 5 open questions. While the former were used to collect sociodemographic information (sex, age, and studies of origin), the latter inquired about: (1) motivations for accessing the career; (2) the influence of personal experiences in the choice of their studies; (3) professional expectations; and (4) possible interest in the performance of formal educational leadership. Prior to its administration, the instrument was validated by three specialists in teacher education and qualitative research independent of the research group. To facilitate its dissemination and completion, it was designed in online mode with Google Forms and linked to a QR code. After obtaining the required authorization from the subject coordinator, the teaching team responsible for teaching the subject applied the instrument to their respective groups of students. Data collection was carried out on the first day of class of the 2024-2025 academic year, taking advantage of the usual class schedule. Before administering the questionnaire, the teachers informed the participants of the objectives of the study, the voluntary nature of participation, and the anonymity and confidentiality of the data provided. All of them completed the self-informed consent form. To facilitate access to the instrument, the QR code was projected in each of the classrooms and participants could scan it with their mobile devices. The average response time ranged between 20-30 minutes. Once the data had been collected, the research group proceeded to familiarize itself with the information by reading it recursively and repeatedly. As a result of this process, a framework of emerging categories and codes was designed and validated by the specialists who had previously endorsed the questionnaire. Based on this instrument, a summative and conventional content analysis (Hsieh & Shannon, 2005) of the participants’ discourses was carried out with the help of AQUAD 7 software (Huber & Gürtler, 2013).

In light of the results, the reasons for entering the teaching profession are multiple and diverse. Among the intrinsic motivations emphasized by the participants, those who approach the teaching profession for their skills with children and their interest in childhood stood out. A significant number also reiterated altruistic causes since, behind their decision, there was a yearning for educational transformation and innovation. Their narratives were also shaped by prior socialization, as they attributed their choice to the influence of relatives who were also teachers. This fact had allowed them to become more familiar with the teaching profession and, therefore, to recognize the value of this task for the development and improvement of society. In other cases, their admiration for the profession was due to the influence of a teacher who had taught them at school and had become a source of inspiration for their involvement. On certain occasions, however, it was the malpractice of a teacher that had stimulated their adoption of a critical stance and their interest in contributing to the improvement of the profession. Volunteer work or previous experience with children were also frequently mentioned as factors influencing their motivation. On the other hand, the choice of career due to good working conditions or because they had not been admitted to other degrees was rarely stated. Their professional expectations were centered mainly on access to the public teaching profession and on improving their skills to enhance their teaching competencies, while insistently rejecting the possibility of becoming part of the school management team. In conclusion, this study contributes to a better understanding of the professional identity of future Primary Education teachers. Furthermore, its results demonstrate the need to stimulate, from the early stages of training, interest in formal educational leadership.

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