Abstract
This study investigated the fitness of the Factors Influencing Teaching
(FIT) Choice scale in a Kurdish educational setting among undergraduate
teacher-training students (N=1335) encompassing nursery, primary and
secondary education. The factors motivating this population to become
teachers were examined in the Iraqi-Kurdish educational context.
The-FIT-Choice scale was translated into the Kurdish language and its
reliability and validity were measured. Intrinsic/altruistic and social
utility values were found to be the most important factors behind the
choice of the teaching profession as a career. Intrinsic career value,
social contribution, the experience of prior learning and teaching were
also influential motivational factors in this choice, as were social
influences and social status factors. Compared to similar research
conducted in Australian and Turkish educational settings, however, fall
back career, job security, time for family, job transferability, the
opportunity to shape the future of children and enhance social equity
did not demonstrate meaningful value as motivational factors in this
survey. One of the most important results differentiating this from
other studies was that the addition of moral value factors to the
original scale revealed that these values played an important role in
students’ perceptions towards the teaching profession as a career.