A social–cognitive exploration of interest in teaching among 16-19-year-olds

Journal article

The current study examines how self-efficacy, perceived person-vocation fit, social influences from friends and family, and past learning experiences are associated with interest in a teaching career among young people in England and Wales. We used a modified version of the Motivations for Career Choice scale (Watt et al., 2025) to investigate the influences on interest in teaching among 654 16–19-year-olds. Participants were asked about their interest in teaching, their self-efficacy for teaching, and their perceived fit with teaching. They were also asked about social influences (friends and family) and previous learning experiences. We found that self-efficacy and perceived fit were key drivers of young people’s interest in teaching, with positive learning experiences and social influences enhancing self-efficacy, perceived fit, and ultimately interest in the profession. This study contributes to theoretical understanding of interest in teaching and some of its influences. We also offer implications for interventions to attract young people into considering a teaching career.

Authors: Thompson-Lee, S; Klassen, RM

• Publication status: Accepted
• Peer review status: Peer reviewed
• Publisher: Taylor & Francis
• Journal: Oxford Review of Education More from this journal
• Acceptance date: 2026-09-02
• EISSN: 1465-3915
• ISSN: 0305-4985
• Language: English
• Keywords: career motivation; self-efficacy; person-vocation fit; teaching; young people