Why and how do people become teachers in the Australian VET sector?

The paper reports on research undertaken to inform public debate on shortages of teachers in and for the vocational education and training (VET) sector, in Australia and elsewhere. The project surveyed currently employed VET teachers about their motivations for becoming VET teachers, and reasons for staying in the job. This paper analyses the findings relating to motivations for entering the occupation. An on-line survey was administered to all students enrolled in ‘in-service’ VET teacher-training qualifications at two universities in mid-2023, and those who had recently finished their studies. The respondents exhibited similar characteristics to the VET teaching workforce overall. The data from the survey, which included both quantitative and qualitative questions, were analysed by several variables, including industry/discipline area of teaching, age, gender, prior jobs, employment status, and length of service. Responses to qualitative questions were also analysed thematically. We also sought respondents’ general ideas about barriers to entering the occupation and how to attract more people into VET teaching. The findings challenge some current Australian assumptions and debates. They indicate that the primary motivations for people to become a VET teacher are largely intrinsic rather than extrinsic. Suggestions for attracting more people to the occupation are provided.