Motives and circumstances: Occupational-change experiences of prospective late-entry teachers

Robert C. Serow, Krista D. Forrest

Research output: Contribution to journalArticlepeer-review

30 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)555-563
Number of pages9
JournalTeaching and Teacher Education
Issue number5
StatePublished - Sep 1994
Externally publishedYes

ASJC Scopus subject areas

  • Education


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