人们为什么从事教师工作一直是研究的热门话题。促进职业选择的动机因素是教师工作满意度、工作承诺和留职的重要预测因素。受到乌克兰教师短缺问题的促发，本研究探究了193名一年级职前教师的择业动机，并识别了具有不同背景特征的职前教师的动机变化情况。本研究在乌克兰的一所高等教育机构中采用了“教师职业选择的影响因素量表”（即FIT-Choice Scale, Watt＆Richardson，2007）的翻译版本。结果表明，职前教师受社会效用价值、自我认知和内在价值的激励最大。“社会影响力（social influences）”是排名最低的动机因素。

在性别、社会经济地位、城市/农村背景以及受访者的学业成就等方面，动机因素的差异显著。女性学生显著地受到自我感知（self perceptions）、内在价值（intrinsic values）和社会效用价值（social utility value）的更高的激励。结果表明，比起城市的学生，来自乡村地区的学生更多地受到个人效用价值（personal utility value）、社会效用价值和社会化影响（socialization influences）的激励。

本研究发现了学习成绩水平不同的两个组别之间存在差异：与入学成绩符合要求的学生相比，感知的教学能力、内在价值、先前的教学与学习经验以及塑造孩子未来的愿望对入学成绩高的学生来说更重要。对于内在价值和渴望与儿童/青少年共同工作的学生群体来说，社会经济地位对动机因素有影响。来自中低收入家庭的学生比低收入学生更多地受到内在价值的激励，同时又比来自中等收入家庭的学生更多地受到与儿童共同工作的愿望的激励。这项研究没有发现父母受教育水平对促进教师职业选择决定的动机因素有任何统计学上的显著影响。

较高的社会劝阻（social dissuasion）因素揭示了乌克兰社会中教师的社会地位低下的问题，这可以通过在大众媒体的帮助下树立正面的教师形象来解决。在招聘过程中将内容知识评估（content knowledge assessment）与候选人的动机相结合，可以帮助选择和保留最合适的、主要具有内在动机和利他动机的学生。本研究鼓励大学工作人员注意学生的动机，并在课程发展中注重对学生动机的培养，以维持职前教师最初的高动机。

Why people go into the teaching profession has been a popular area of investigation. Motivational factors which contribute to career choice decisions are important predictors of teacher job satisfaction, work commitment, and retention in the profession. Induced by the rising teacher shortage problem in Ukraine, this study explored 193 first-year pre-service teachers` motivations to go into teaching and identified variations of motives between pre-service teachers with different background characteristics. The research applied the translated version of the Factors Influencing Teaching Choice scale (FIT-Choice scale; Watt & Richardson, 2007) within one higher education institution in Ukraine. The results showed that pre-service teachers appeared to be the most motivated by social utility value, self-perceptions, and intrinsic value. “Social influences” was the lowest-rated motivational factor.

Significant variations in motivational factors were revealed in terms of gender, socioeconomic status, urban/rural background, and academic achievements of the respondents. Female students were significantly higher motivated by self-perceptions, intrinsic value, and social utility value. Results showed that students from rural areas were more motivated by personal utility value, social utility value, and socialization influences than students from cities.

Differences between groups were found based on the level of academic achievements: perceived teaching abilities, intrinsic value, prior teaching & learning experiences, and desire to shape the future of children were more important for students with good scores on entrance examinations comparatively to students with satisfactory results. Effect of socioeconomic status on motivational factors was revealed for groups of students motivated by intrinsic value and desire to work with children/adolescents. Students from lower-middle-income families were more motivated by intrinsic value than students with low-income, while pre-service teachers from lower-middle-income families appeared to be higher motivated by the desire to work with children than students from middle-income families. This study did not show any statistically significant influence of parental education on motivational factors contributing to the teacher career choice decisions.

The high level of social dissuasion factor disclosed the problem of the low social status of a teacher in Ukrainian society, which could be solved by making the positive image of a teacher with the help of mass media. Incorporating content knowledge assessments with candidates` motivations during the recruitment process could help in selecting the most appropriate category of students with predominantly intrinsic and altruistic motivations, who would be easier to retain. University staff is encouraged to pay attention to students` motivations and align them into curriculum development to sustain pre-service teachers` initial motivations.