Why Graduates In Pakistan And Japan Join Teaching? A Comparative Exploratory Study

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Waqas A. Khan , Prof. Dr. Tatuya Kusakabe , Dr. Afaf Manzoor , Dr. Hina Munir


A person's prior knowledge, self-perception in many areas relevant to teaching, and the goals of the profession as a whole all play a role in how they decide whether to become a teacher. An attempt has been made, taking into account both the value of the teaching profession and the reasons why some particular people prefer to pursue this career path. Changes in demographic variables over time were found to have a substantial impact on how motivated they become to join this profession. From motivation for entry to motivation for the first year of teaching, the significance of acquiring a classroom, a salary and benefits, and a professional level of living rose. Interviews were conducted with Japanese primary school teachers to find out more about their reasons for choosing the profession. he most significant factor in their decision to enter the industry is the possibility that new graduates would be able to obtain work as instructors quite soon after completing their degrees. It was asserted that this feature was a significant appeal for prospective academics in this field. In light of this, the major objective of the study is to compare the reasons why people in Pakistan and Japan choose to become teachers. This led to the analysis of three research issues in the study. What criteria do Pakistani teachers take into account when making their career decision? To what extent do Japanese teachers take these considerations into account when making their career decision? What are the comparing aspects that Pakistani and Japanese rely on while making such decision?

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