Faced with a shrinking teacher work force, some nations are increasingly turning to adults who enter teaching from other fields. Using a variant of the life history method, this study examines employment patterns and career motives of a sample of 40 prospective late-entry teachers. As in prior research, subjects report being drawn primarily by teaching's intrinsic rewards. Wider variation was found, however, in the circumstances under which they left their previous occupations, with socioeconomic concerns and self-fulfillment accounting for most such decisions. Implications are considered for teacher recruitment and other policy issues.
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