Abstract
This study aimed to elucidate the reasons why student teachers want to become teachers despite their awareness of the long working hours and increased workload associated with the teaching profession. To this end, the researchers conducted semi-structured interviews with a total of 32 students and graduate students aspiring to become elementary school teachers. Analysis revealed five categories. Relationships among the categories indicated that uncertainty about the reality of increased workloads, and whether they could cope with them, may lead students to shift their focus to the attractiveness and intrinsic satisfaction of teaching, rather than the working conditions, when applying to become teachers. The results suggest that there is a concern that accurately assessing the working environment in schools may be difficult, or that a reality shock may occur. For this reason, providing student teachers with opportunities to learn about current working conditions, as well as support in evaluating their own ability to cope, are important considerations when preparing them for the teaching profession.
