Abstract

The decision to pursue a degree in pedagogy is a complex process influenced by a variety of personal, social and contextual factors. In the specific choice to study special education (pedagogy in differential education in Chile), specially in high demand contexts for this profession, it is indispensable to comprehend these factors to develop strategies that attract more students to this discipline. The purpose of this study is to analyze the motivation and level of satisfaction related to the choice to study this profession in Chile. This investigation was conducted with 167 future special education teachers in a public university in the north of Chile. A non-experimental, exploratory, quantitative research methodology was used. The results show that the satisfaction of choosing this line of work is directly related with factors such as the opportunity to shape children's futures, contributing to a society, being influential in a society, and the intrinsic value of this profession. This demonstrates a predominance of intrinsic motivation factors over extrinsic ones, such as economic stability or social status. Linear regression analysis indicates that variables such as the intrinsic value of this profession, and working with both children and teenagers are factors that are able to significantly predict the satisfaction that this choice is able to generate in future special education teachers, highlighting the importance of self-realization and the desire to positively influence in society as a core element of professional satisfaction.