According to OECD (2019), Japanese teachers work significantly longer hours than their international counterparts, a phenomenon often described as the "intensification of teachers' work." This is attributed not only to instructional duties but also to a wide range of administrative responsibilities. However, recent data from MEXT (2024) reveals that early resignations are increasingly attributed not to retirement, but to mental health issues and career changes—particularly among younger teachers.

Minemura et al. (2022) conceptualize this trend as a "transition issue," suggesting that newly appointed teachers may experience excessive psychological burden or struggle to adapt to the school environment—or both. In line with the OECD-ITP model, teacher preparation should be examined as a continuum from pre-service education to in-service induction. The key question becomes: What competencies and dispositions should be developed during pre-service training to ensure a smoother transition into the teaching profession?

This study explores the gap between pre-service teacher motivation and post-entry experiences by comparing current teachers and early leavers within Japan’s teacher education pathway. In May 2025, a questionnaire survey was conducted with 173 individuals who had become teachers after university graduation and were aged between 22 and 30 at the time of the survey. The respondents included 128 current teachers and 45 early leavers. The survey covered 12 items related to lifestyle, 12 items on motivation for entering the teaching profession, and 9 items regarding the gap between expectations and actual experiences (e.g., work environment, workload, work-life balance, and human relations).

Results indicate that individuals who placed greater value on intrinsic aspects of the teaching profession—such as enjoying working with children—reported greater job satisfaction and perceived less of a gap after entering the profession. In contrast, those who emphasized extrinsic aspects—such as salary, working conditions, and work-life balance—tended to perceive a larger gap, especially among early leavers.

These findings suggest that while systemic reforms to reduce workload are important, efforts to enhance intrinsic motivation during the transition phase into the profession are also crucial for teacher retention.

Keywords: Teacher Attrition, Transition, Teacher Education Pathway, Motivation for Entering the Teaching Profession.