Why First-Generation College Graduates Choose to Become Licensed Virginia Teachers: A Qualitative Study

Abstract There has been adequate research devoted to understanding why individuals choose to become teachers. From the research on why individuals choose to become teachers, there is evidence that certain motivators and influences impact an individual’s decision to become a teacher. The purpose of this study was to determine why some first-generation college graduates in an identified city school division is Southside Virginia chose to become licensed Virginia teachers. This study used a phenomenological method to investigate the question of why some first-generation college graduates choose to become licensed Virginia teachers. Data collection focused on using six open-ended interviews with six current licensed Virginia teachers in an identified Southside city school division. The FIT Choice model framework was used as the theoretical underpinning for this study to identify key factors, motivators, and personal experiences to understand the essence of why some first-generation college graduates choose to become licensed Virginia teachers