article · Teaching Education
An evaluation of the Factors Influencing Teaching Choice framework in Ghana examined the key motivations that lead educators in pre-tertiary schools to select the profession. Drawing on survey responses from a cohort of 354 teachers, the findings reveal that career decisions are primarily shaped by social utility value and personal utility value rather than extrinsic utility value. Once working in the classroom, these educators largely maintain strong confidence in their professional expertise and express satisfaction with their career decision, without being influenced by dissuasion. To improve workforce conditions and retention, recommended policy actions include offering better opportunities for job security, providing sufficient time for family, managing transfers effectively, and promoting social equity across the school system.
Understanding what attracts individuals to teaching helps policymakers design effective recruitment and retention strategies. Recognising that teachers prioritise personal satisfaction and societal contribution over extrinsic rewards enables educational leaders to tailor support systems. Enhancing working conditions, such as equitable transfer processes and job security, can further sustain professional commitment in pre-tertiary education systems.
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This research was conducted to examine the structural validity of the FIT-Choice (Factors Influencing Teaching Choice) scale in the Ghanaian context using teachers in pre-tertiary schools. A cohort of 354 teachers were selected to take part in a quantitative survey, and data were analysed using descriptive and inferential statistics. The research found that the participants were influenced by social utility value and personal utility value to choose a teaching career rather than extrinsic utility value. The research further showed that, while in teaching, the teachers mainly believed in their expertise, and were satisfied with their choice of a teaching career devoid of dissuasion. The research recommended giving a better opportunity to teachers to enjoy job security, time for family, transfers and social equity.
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DOI: 10.1080/10476210.2017.1365360
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