Inspiring Generations: Reflecting on What Motivates Women in Education

Women have long played a vital role in the field of education, contributing their expertise, passion, and dedication to shaping the minds of future generations. However, the experiences and motivations behind why women choose to enter the profession, and the unique challenges they face, are complex and multifaceted.

In a recent survey conducted by Bright Field Consulting, a diverse group of women from across the UK, Australia, New Zealand, South Africa, and the United States shared their personal journeys into teaching. Having participated in Bright Field Consulting’s Global Mentoring programme, this group of women had the opportunity to work closely with an external mentor, focusing on their journey as school leaders and reflective practitioners. Their stories reveal the depth of commitment, personal inspirations, and the transformative power of education – not only for the students they teach but for the women themselves.

The Call to Teach: An Overview

For many women, the decision to become a teacher is deeply personal and rooted in a sense of calling. A recurring theme among respondents was the influence of strong female role models—whether mothers, teachers, or community leaders—who inspired them to follow in their footsteps. As one educator put it, “I always knew I wanted to be a teacher. My mother was a teacher, and seeing how she impacted her students’ lives made me want to do the same.”

Many of the women surveyed described how their own positive experiences with education, particularly the relationships they formed with their teachers, ignited a passion for learning and a desire to give back. One teacher shared, “I had an incredible teacher who believed in me when I didn’t believe in myself. She made such a difference in my life, and I wanted to make that kind of impact on others.” This sentiment was echoed across regions, with many educators recalling a particular teacher who had inspired them during their formative years.

Another powerful motivator was the desire to make a meaningful contribution to society. Many women expressed a sense of responsibility to nurture and empower the next generation, especially in communities where education can be a tool for social change. One respondent remarked, “Teaching felt like the best way to contribute to my community. There’s so much potential in young people, and I wanted to be part of unlocking that potential.” This desire to make a difference was often coupled with a love of learning and a passion for their chosen subject areas.

The Power of Positive Experiences

Many respondents reflected on their positive experiences with education, particularly the relationships formed with their teachers, which ignited a passion for learning and a desire to give back to the community. The emotional resonance of these connections highlights the significant role educators play in shaping not only academic outcomes but also the self-esteem and aspirations of their students. As one teacher remarked, “My Maths and Science teacher in high school told me that I would make a good teacher. She was my inspiration and I suppose I believed her for believing in me.” 

Numerous educators recall specific teachers who inspired them during their formative years. These influential figures often provided encouragement and fostered a supportive and nurturing environment where students felt seen, valued and understood. Such experiences foster a deep emotional connection to the teaching profession, motivating many to emulate the supportive roles their own teachers played in their lives.

The inspiration drawn from these positive experiences serves as a driving force in their own careers. Educators frequently mention that the desire to replicate the support they received compels them to invest time and energy in nurturing their students. This cyclical process of inspiration demonstrates how powerful positive experiences can be, as they not only change individual lives but also contribute to the broader fabric of the educational community.

Many teachers emphasised how these pivotal moments shaped their understanding of effective pedagogy. They learned that teaching extends beyond the classroom and academic curriculum; it is also about recognising and responding to students’ emotional and psychological needs. This understanding often leads them to prioritise strong, trusting relationships with their students, fostering an atmosphere where learning can flourish.

Ultimately, the legacy of positive experiences in education underscores the profound impact teachers can have on their students’ lives. As these educators strive to inspire and support the next generation, they contribute to a cycle of encouragement and growth that benefits not only individual students but the entire educational community. The ripple effect of these relationships can lead to lasting change, shaping future generations who are motivated to give back in the same way they were once supported.

The Influence of Pastoral Support from Female Teachers

One of the most powerful motivations for women entering the teaching profession stems from the significant pastoral support they received from female teachers during challenging periods in their own lives. Many respondents reflected on how a particular teacher acted as a mentor, offering guidance, understanding, and encouragement during times of personal struggle. This support often provided essential emotional and psychological stability, reinforcing the importance of educators who are attuned to their students’ needs.

For example, one educator shared, “During my GCSEs, I faced immense pressure and struggled with my emotional wellbeing. One of my teachers noticed my distress and took the time to check in on me. She became a pillar of support, listening to my concerns and helping me navigate my studies. Her kindness made me realise the impact a teacher can have beyond academics.” This experience instilled in her a desire to replicate that level of support for her own students, embodying the nurturing qualities she had once received.

Another respondent spoke about how a compassionate History teacher helped her through a difficult time, stating, “She always had an open-door policy and made me feel safe to share what I was going through. I’ll never forget how she encouraged me to express myself through writing, which became a vital outlet for me. Her belief in my potential inspired me to pursue teaching so I could be that safe space for others.”

These experiences highlight the vital role that female teachers play in not only shaping academic trajectories but also fostering personal development. The desire to offer similar understanding and support drives many women to enter the teaching profession, aiming to create a nurturing environment where students feel valued and empowered to overcome their own challenges. In doing so, they honour the legacy of the educators who profoundly influenced their lives, striving to uplift the next generation in the same way.

A Passion for Working with Young People

A significant motivator for many women in the survey was their genuine passion for working with young people. Teaching offers a unique opportunity to shape the lives of children and adolescents, guiding them through their educational journey and supporting their personal growth. One respondent reflected, “I wanted a job that was fulfilling, where I could help people—especially younger people. There’s something so rewarding about helping a student discover their potential.”

The joy of witnessing students’ progress and the satisfaction of contributing to their success emerged as prominent themes in the responses. One educator shared, “The joy of working with young people, being able to have an impact and influence, and sharing my passion for learning—that’s what keeps me going every day.” This ability to inspire and support students, both academically and personally, serves as a driving force for many women in the profession.

Additionally, for some, the decision to pursue a teaching career was motivated by a desire to work closely with enthusiasm and curiosity. Teaching offers an engaging mix of intellectual stimulation, creative freedom, and meaningful work. One teacher explained, “I wanted a job that was fulfilling, fun and aligned with my values. I knew I wouldn’t be happy in a corporate career, and teaching felt like a way to make a real difference in the world.” This combination of factors reinforces their commitment to the profession and the impact they wish to have.

A Desire to Contribute to Society

The desire to make a meaningful contribution to society stands out as another powerful motivator for many women in education. Educators expressed a deep sense of responsibility to nurture and empower the next generation, particularly in communities where education can serve as a catalyst for social change. One respondent noted, “Teaching felt like the best way to contribute to my community. There’s so much potential in young people, and I wanted to be part of unlocking that potential.”

This commitment to societal betterment often extends beyond the classroom, influencing how these educators approach their roles. They see education as a fundamental building block for social progress, recognising that their influence can help shape not only individual lives but also the future of their communities. This broader perspective drives many women to choose teaching as a way to enact change and inspire hope, reflecting their belief in the transformative power of education.

The Reward of Making a Difference

Despite the challenges inherent in the profession, the overwhelming message from the survey was that teaching is an incredibly rewarding vocation. For many women, the opportunity to make a difference in the lives of young people is what makes the long hours and emotional labour worthwhile. One teacher summed it up: “There’s nothing more rewarding than seeing a student succeed, knowing that you played a part in helping them get there.”

Another educator reflected on the multifaceted nature of teaching, stating, “Teaching is about so much more than just imparting knowledge. It’s about shaping lives, building confidence, and helping students realise their potential. That’s what makes it all worth it.” This perspective underscores the intrinsic rewards that come from investing in students’ futures, highlighting how the impact of teaching can resonate far beyond academic achievement. The deep emotional fulfilment derived from these experiences often propels educators to remain committed to their vocation, even in the face of difficulties.

Passion for Subject Areas

A love for their subject matter emerged as a powerful motivator for many women who entered the teaching profession. This passion often transcended mere interest, evolving into a deep-seated enthusiasm that inspired them to share their knowledge and insights with the next generation. Whether it was English, History, Maths, or the Arts, many respondents articulated how their dedication to a particular subject area fueled their desire to pursue a career in teaching.

One teacher reflected, “I loved studying English and talking about books. Becoming a teacher seemed like the perfect way to spend my career sharing that passion with others.” The love of learning was echoed by many, who viewed teaching not only as a job but as a career that allowed them to immerse themselves in the subjects they adored while nurturing a similar enthusiasm and curiosity in their students. The thrill of introducing a young mind to the world of literature or history became a driving force, motivating them to create engaging learning experiences that would ignite excitement and foster a love of learning.

Others spoke about how their enthusiasm for their subject areas enabled them to engage students in meaningful ways. “I have always had a passion for History,” one teacher shared; “Teaching allows me to share that love with my students and to help them see the relevance of the past in their own lives.” This connection between the subject matter and students’ personal experiences underscores the important role that passionate educators play in helping young people understand and appreciate the significance of their studies. By relating historical events to current issues or literature to personal experiences, these teachers cultivate a richer learning environment that encourages students to explore and question the world around them.

In some cases, the desire to teach a specific subject led to career shifts. One participant recalled, “After working in and around schools for many years in the sports area, I realised how much I enjoyed working with students. It also allowed me to pursue my passion for Psychology. That was when I decided to shift my focus to education full-time.” This transition highlights how a profound interest in a subject can lead individuals to rethink their career paths, often resulting in a commitment to teaching that combines their love for the subject with their passion for mentoring young minds.

Furthermore, the influence of subject passion extends beyond the classroom, often inspiring initiatives that promote educational outreach and enrichment programs. Teachers driven by their love for a particular subject frequently organise extracurricular activities, such as clubs, workshops, and community projects that allow students to delve deeper into the subject matter. These initiatives not only enhance students’ understanding but also foster a sense of community and collaboration among learners.

Ultimately, the passion for subject areas acts as a catalyst, energising educators and empowering them to create transformative learning experiences. This commitment not only enriches their own lives but also leaves a lasting impact on their students, inspiring a new generation of learners to embrace their subjects with the same enthusiasm and dedication. In doing so, these teachers honour their own educational journeys while paving the way for others to embark on theirs.

The Influence of Family

Family influence also played a significant role in shaping the career choices of many respondents. For some, teaching was a family tradition, passed down from one generation to the next. “My parents were both teachers,” one respondent from the UK shared. “Education was always valued in our household, and it just felt natural to follow in their footsteps.” Others spoke about how their family’s emphasis on education shaped their values and aspirations. One respondent reflected, “My parents met while getting their Master’s in Education, and my sibling is also a teacher with a PhD. Education was always important in our family, and I think that’s what inspired me to become a teacher.”

For many, the support and encouragement from family members provided the confidence to pursue a career in education. One teacher fondly noted, “I told my mother when I was seven years old that I was going to be a teacher just like my primary school teacher. My family always supported that dream, and I’ve never looked back.”

The Desire for Flexibility and the Challenge of Work-Life Balance

For many women, the motivation to enter the teaching profession stems from the desire for a more flexible working life. This flexibility allows for holidays and time off that can enable them to be present for their future children. The prospect of a schedule that accommodates family needs and personal commitments is particularly appealing. However, once in the profession, many women encounter significant challenges in maintaining that balance.

While the rewards of teaching are plentiful, the reality of the job often involves long hours, emotional investment, and a profound commitment to the well-being of students. A respondent articulated this sentiment, stating, “The emotional labour of teaching is real. You’re not just teaching a subject; you’re caring for the whole child, and that can be exhausting.”

For women who are also mothers, the difficulty of balancing their teaching responsibilities with family life can be especially pronounced. A teacher from the UK reflected on this struggle, sharing, “Being a mum and a teacher is a constant juggling act. I want to give my students 100%, but I also need to be there for my own children. It’s hard to strike that balance.”

As a result, the very flexibility that initially drew them to the profession often becomes overshadowed by the demands of the role. The commitment to their students, coupled with the emotional labour involved, can make it challenging to maintain a healthy work-life balance, leading to stress and burnout.

Career Shifts and Personal Growth

For some women, the path to teaching was not linear but rather a result of career changes or personal growth experiences. Several respondents described how they initially pursued careers in law, business, or other fields, only to realise that teaching was their true calling. One respondent explained, “I found myself becoming increasingly involved in mentoring young people in the course of my career. I eventually realised that my passion was in education.”

Others spoke about how life experiences, such as volunteer work or travel, led them to reconsider their career paths. A teacher from the UK shared, “It was my gap year that changed everything for me. I spent a year teaching English in Indonesia, and I fell in love with teaching. That experience made me realise that I wanted to pursue a career in education.”

Many respondents also reflected on how teaching allowed them to continue growing both personally and professionally. One respondent shared, “Teaching has been a journey of self-discovery for me. I’ve learned so much about myself through my interactions with students, and I feel like I’m constantly evolving as both an educator and a person.”

The Power of Mentorship in Shaping Women’s Professional Experiences

The impact of gender on professional experiences in education remains significant, particularly for women striving for leadership roles. Respondents highlighted the ongoing challenges, with a UK teacher noting, “There’s definitely still a glass ceiling in education. Women are underrepresented in leadership roles, and that’s something that needs to change.”

However, many women also recognise the unique strengths they bring to their teaching careers, especially in nurturing and pastoral roles. One teacher expressed, “I think women bring a unique perspective to education. We’re often more attuned to students’ emotional needs, and that can make a real difference in their learning experience.”

Central to overcoming barriers and fostering growth is the power of mentorship. Teacher mentorship not only encourages women to enter the education field but also supports them as they navigate their careers and challenges at a community level. One respondent shared, “When I first started, I was overwhelmed with the workload. But the head of my department—a woman with over 25 years of experience—took me under her wing. Her immense presence and unwavering care for both the students and the subject made a lasting impact. She helped me understand that teaching goes beyond the curriculum; it’s fundamentally about building relationships. Her guidance not only inspired me to persevere but also instilled a commitment to mentoring others, ensuring that the cycle of support continues.” One teacher added: “As a new teacher, I was struggling to balance my work and home life, especially after having my first child. But one of my older colleagues who had been teaching for years and also raised two children helped me understand how to juggle it all. Now, 15 years later, I find myself giving the same advice to younger teachers.” Insights and support from female colleagues who are well-versed in the successes and challenges of a career in education form the basis of an invaluable pool of encouragement and guidance. 

Through their participation in Bright Field Consulting’s Global Mentoring programme, the survey participants also had the guidance of an external mentor, and uniquely, one that was not from the world of education. In the majority of cases, these women were women at the top of their professions, successful leaders in a wide range of fields. This brought a unique opportunity to the participants of the survey; mentorship from a completely objective and external standpoint from a female senior leader. As one participant noted, ‘It was refreshing to gain insights from a leader who wasn’t rooted in the same profession but understood leadership on a deeper level.’ In most cases, these mentors were highly successful women at the top of their fields, offering what another participant described as, ‘An objective, outside perspective that challenged my thinking in new ways.’ This experience provided a rare opportunity for the participants to receive mentorship from a female senior leader with a fresh viewpoint.

These reflections underscore how mentorship, both internal and external, reshapes the landscape of leadership and ensures that the next generation of women in education continues to thrive. By fostering a community where women encourage and uplift each other, this mentorship builds a powerful network of encouragement and shared wisdom, helping women navigate their careers and challenges with confidence.”

The Lasting Legacy of Women Educators

The stories shared in this survey paint a picture of women educators as passionate, dedicated, and resilient individuals who are committed to making a difference in the world. Whether driven by a love of learning, a passion for their subject, or a desire to empower the next generation, these women have found their calling in education. Their journeys into teaching are as diverse as the countries they represent, but they are united by a common purpose: to inspire, to nurture, and to transform the lives of their students. In doing so, they are leaving a lasting legacy, not only in the classrooms they lead but in the hearts and minds of the young people they touch.

The impact of women in education cannot be overstated. As mentors, role models, and advocates, they play a critical role in shaping the future, one student at a time. Their contributions are a testament to the power of education and the enduring influence of those who choose to teach.