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Highlights
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Three profiles of second career teachers are identified, based on entry-related variables.
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Push factors fulfill an important role in explaining their career transition.
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The profiles differ significantly in terms of teachers’ sense of efficacy.
Abstract
In this study, we present and evaluate a way to profile second career teachers in technical and vocational education and training schools that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics, and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching.