Motivations and persistence of pre‐service teachers in government teaching: A study of factors influencing career decisions in Thailand

Abstract This research scrutinises the nuanced factors shaping the decisions of pre‐service teachers to opt for governmental teaching positions and their sustained commitment to the profession. A comprehensive sample comprising 1017 pre‐service teachers drawn from diverse educational institutions in Thailand ensures representation across varied teacher preparation programmes, academic years and socioeconomic strata. Employing a meticulously designed questionnaire, the study systematically captures data on the determinants influencing pre‐service teachers' career choices and intentions within governmental teaching positions. The findings unveil a complex interplay of intrinsic and extrinsic motivations, including Profession with High Status, Social Value, Passion for Teaching, Incentive and Intention, and Personal Condition. Significant variations in perceptions based upon gender, academic year, and socioeconomic status underscore the necessity for tailored interventions that cater to the diverse needs of pre‐service teachers. These insights hold critical implementations for policy makers, suggesting the need for targeted strategies to enhance teacher recruitment, retention and support, ultimately fostering a resilient and internationally competitive teaching workforce. Beyond its Thai context, this research provides valuable perspectives for addressing shared challenges and opportunities in teacher education globally. Context and implications Rationale for this study: This study examines the factors influencing pre‐service teachers' decisions to pursue and remain in government teaching positions in Thailand, focusing on motivations shaped by gender, socioeconomic status and academic year. Why the new findings matter: The findings shed light on the balance of intrinsic and extrinsic motivators that drive pre‐service teachers, offering insights into how targeted recruitment and retention strategies can be designed to address teacher shortages, particularly in underserved areas. Implications for policy makers, educators and researchers: For policy makers, this research emphasises the need for differentiated recruitment strategies, such as financial incentives and enhanced mentorship. For educators, fostering supportive environments is crucial in retaining teachers. Researchers are encouraged to explore the global implications of these findings, contributing to the broader discourse on teacher retention and educational development.