Global scholarship on teacher motives reveals a complex, context-dependent landscape where the decision to teach is rarely varying but rather a negotiation between intrinsic, altruistic, and extrinsic factors (Garra-Alloush et al., 2021). Grounded in frameworks such as the Expectancy-Value Theory and FIT-Choice, the literature highlights a divergence in motives largely shaped by socio-economic exigencies (Kano 2025). In some developing contexts, pragmatic factors like job security and economic survival dominate, often framing teaching as a "fallback" career rather than a first choice(Chandram et al., 2025). However, this pragmatic dominance is not universal across the Global South and there are contexts where teacher candidates are often primarily driven by strong altruistic values, social utility, and a desire to serve the community, challenging the narrative that economic necessity is the sole driver in these regions (Chandram et al., 2025). In contrast, research from Western contexts suggests that while intrinsic passion and perceived teaching ability are central triggers, they exist in tension with systemic demotivators such as high accountability and public scrutiny (Davies and Hughes, 2018). Furthermore, demographic variables significantly nuance these motives; gender differences influence the intrinsic-extrinsic balance, while career changers often enter the profession seeking "meaning" and bringing transferable soft skills, distinguishing their motivational profiles from traditional pre-service teachers. While the "big three" motives (intrinsic, altruistic, extrinsic) are omnipresent, their prioritisation is fluid and dictated by the specific cultural and economic environment of the teacher(See et al., 2022).

For teacher educators, researchers, and policy makers it is important to understand student motives, specifically the reasons why they are attracted to the teaching profession. The central aim of this study is hence to map the differences in student teachers’ rationale for enrolling into teaching. While intrinsic and altruistic factors remain the primary drivers for entering the profession, extrinsic stability plays a specific role, often acting as a retention anchor rather than a primary "pull" factor.

This study is designed to answer the following core research questions:

1. Why are individuals motivated to become teachers?
2. Are these motivations influenced by the contexts these individuals inhabit?
3. Which characteristics would these individuals think will lead to effective teaching? (Or how do they see themselves in 4 years’ time?)

To fully comprehend the complex landscape of teacher motivation, a robust theoretical framework must account for the intersection of human agency (the belief in one’s power to act)(Bandura 1995) and human relation (the moral imperative to act for another)(Noddings 2012). By synthesising Albert Bandura’s construct of Self-Efficacy with Nel Noddings’ Ethics of Care, we propose a Relational-Agentic Framework which posits that the motivation to teach is born from a dialectical relationship between the capability to affect change (efficacy) and the moral orientation toward nurturing that change in others (care). Bandura’s concept of human agency can lead us to understand that for the prospective teacher, motivation is also a robust belief in their instructional efficacy. Under this framework, the "motive" to teach is operationally defined as an act of forethought: the individual envisions a future self who is capable of mastering the pedagogical environment. On the other hand, Nel Noddings provides the theoretical language to explain why that capability is directed toward students. The motivation to become a teacher is not merely a professional preference but a moral orientation. It is the drive to engage in what Noddings terms the "maintenance of the caring relation," where the teacher seeks to be the one who receives the student’s reality and acts to nurture their growth.

This study employs a mixed-methods approach combining a quantitative survey and qualitative one-to-one semi structured interviews to gain a comprehensive understanding of the motivations for choosing teaching as a career. For the quantitative component, the FIT- (Factors Influencing Teaching) Choice Scale (Watt & Richardson, 2012) is being used. Participants (N=201) are recruited from two geographical contexts: Arab Palestinian student teachers (N=124) living in Israel and Maltese student teachers (N=77) living in Malta. The qualitative component comprises of 5 one-to-one semi structured interviews with student teachers from each context that allow an in-depth exploration of individual motivations and experiences. By juxtaposing the experiences of Arab Palestinian student teachers operating within a minority context against Maltese students in a majority setting, a comparative approach allows the study to distinguish between universal motivational drivers and those shaped by specific socio-political landscapes. This cross-cultural lens enhances the interpretation of the FIT-Choice data by revealing how distinct structural realities, differentially weigh the importance of altruistic versus pragmatic motives. The quantitative data will be analysed using SPSS. The reliability of the FIT-Choice subscales will be assessed with Cronbach’s alpha. To compare the motives of Arab and Maltese teachers, independent-samples t-tests were conducted on the FIT-Choice subscales and composite scores. Qualitative interviews will be analysed thematically, supporting interpretation of the quantitative results. The data analysis will be structured around six key thematic areas designed to provide a comprehensive understanding of teacher motivation. First, it will examine the relationship between initial motivational factors and subsequent job satisfaction or happiness with the career decision to establish the link between motivation and job satisfaction. Second, the analysis will explore motivational dynamics by comparing the motivations reported prior to entering the profession against anticipated career experiences. Third, it will focus on defining motivation by categorising the factors rated in Part B of the questionnaire into distinct types, such as intrinsic, altruistic, and extrinsic motivation. Fourth, the study will investigate contextual variables, specifically how demographic and experiential factors, including age, gender, work experience, place of residence, and prior training, influence motivational levels. Fifth, comparative aspects will be analysed to understand the impact of broader socio-economic and cultural factors on recruitment and retention, such as teacher shortages, economic conditions, and the perceived status of the profession. Finally, the analysis will consider the relationship between teacher behaviour and motivation, assessing whether and how teachers' behaviours shift in response to their varying levels of motivation.

This study is expected to have the following outcomes: o identify context-specific motivational profiles between the two cohorts, moving beyond the generic intrinsic vs extrinsic dichotomy. o provide theoretical insight on how the socio-political landscapes constrain or enable teacher agency. This will refine the application of the FIT-Choice framework by validating its cross-cultural applicability while highlighting the necessity of interpreting "social value" through specific political realities. o establish a predictive link between why participants choose to teach and how they envision their future practice. It is expected that participants driven by autonomous motivation (intrinsic/altruistic) will associate "effective teaching" with student-centered, relational approaches (aligned with Care Ethics). In contrast, those driven by pragmatic or controlled motivations (job security/fallback career) may conceptualise effective teaching through more technical or transmission-oriented characteristics. o identify specific vulnerability factors for attrition in each context. o generate policy recommendations for teacher education programmes in both contexts. The findings will suggest that "one-size-fits-all" recruitment campaigns are ineffective. Instead, recruitment in the Palestinian sector may need to emphasize the role of the teacher as a community leader and change agent, while recruitment in Malta may need to focus on professional autonomy and the intrinsic intellectual rewards of the profession to attract high-quality candidates. By synthesising the FIT-Choice framework with a Relational-Agentic lens, this research aims to determine if distinct motivational profiles predict differing definitions of "effective teaching". Ultimately, these insights will guide a departure from "one-size-fits-all" recruitment, offering evidence-based strategies to professionalise teacher education and address retention through policy attuned to the distinct realities of the Maltese and Palestinian sectors.

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