ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1597280
This article is part of the Research TopicPsychological Factors in Physical Education and Sport - Volume VView all 33 articles
The motivation of physical education college students to become teachers after graduation
Provisionally accepted
Mahmood Sindiani*
Sharon Tsuk- The Levinsky-Wingate Academic Center, Wingate Campus, Netanya, Israel
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Purpose: This study examines the motivations and reservations of undergraduate Physical Education Teacher Education (PETE) students regarding their future careers as schoolteachers and identify key factors influencing their career intentions.Method: A repeated cross-sectional survey utilized data from 443 PETE students across four academic years. Surveys included both quantitative and qualitative questions, administered at two points within an academic year.Results: Findings revealed that 69% of participants expressed interest in teaching; however, this declined significantly among upper-year students. No differences emerged between the two data collection points. Factors such as personal satisfaction, economic concerns, and perceived support systems influenced the motivation to become schoolteachers.The integration of finding highlights the need for enhanced teacher education programs, focusing on professional development, realistic career previews. These findings aim to refine curricula and support the preparation of dedicated PE teachers.
Keywords: Professional Development, Economic stability, Teaching commitment, Career sustainability, Physical education teacher education (PETE)
Received: 21 Mar 2025; Accepted: 05 Jun 2025.
Copyright: © 2025 Sindiani and Tsuk. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Mahmood Sindiani, The Levinsky-Wingate Academic Center, Wingate Campus, Netanya, Israel
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