Signs You Should Become a Teacher

You’ve taken the online quiz, you’ve asked your mom, and even your cat. But you still don’t know if you have what it takes to become a teacher.

Teaching is a profession where the signs are loud and clear. Getting enjoyment out of helping youth learn and develop is an obvious one, for example. There are also more subtle signs, too.

Deciding on a career, whether a new one or a transition, is a big step. You want to go in knowing you can carry out the responsibilities with confidence, which is why teaching can be intimidating at first. If you have those feelings, though, you’re in good company. In May, we shared that nearly all (93%) pre-service educators experience moderate levels of imposter syndrome.

Imposter syndrome is a challenge, but it can never override the natural qualities that exist in a great teacher. If you’re debating whether to explore a career in education, there are certain personality traits that all point to ‘Yes!’ 

Signs you should become a teacher

Read through some of our candidates’ experiences, plus data that backs up those experiences,  to see if there are any signs you should become a teacher. 

You are service-oriented

It’s common for teachers to come from a volunteer or service-oriented background. Rutgers Alternate Route candidate Jenel Anderson, who comes from a volunteer background, is a perfect example of someone who has used their service leadership to support their education career.

“Before 2004, I volunteered much of my free time with various organizations working with youth. I also worked full-time as an Office Manager in New York City, but nothing about that job felt as fulfilling or rewarding as working with children. Around that time, I realized I wanted a career that allowed me to work with kids.”

Anderson has since brought that service mindset into her educational leadership career in Rahway Public Schools, continuing her passion for volunteering. When she had a desire to grow, she turned to what she knew best.  

“I wanted to do more in educational leadership. Once again, I found myself volunteering my time to support both new and veteran teachers and staff. I regularly went above and beyond my role as a classroom teacher, supporting students and families, even those no longer on my roster.”

You are passionate about a subject

German Cardona learned he enjoyed teaching soccer as much as he enjoyed playing it professionally. That’s when everything started to evolve for the Rutgers Alternate Route alumnus.

“I’ve always been a passionate person for soccer and health science, and for that reason, I decided to start looking into careers that focused on health,” Cardona said.

Between his part-time job as a soccer coach and meeting his educator fiancée, Cardona knew teaching was in his future.

“When I met my fiancée, who is also a teacher, I shared with her how much I enjoyed working with kids while coaching soccer. By sharing and learning more about this beautiful career, I started to consider becoming an educator as well. Working in the schools, watching the physical education teachers and sharing with the kids during all these years gave me the final push to  pursue a career as a physical education teacher.”

You enjoy being around youth

Engaging with youth on a meaningful level is a driver for many current and would-be teachers. A 2025 report from Educators for Excellence supports this in a survey of nearly 1,500 teachers across the country.

“When asked about their favorite part of being a teacher, respondents overwhelmingly focused on the value of building relationships with students and making a difference in their lives. Out of a list of nine options, 36% of teachers say their favorite part of being a teacher is that ‘I believe I am making a difference in the lives of my students,’ and 25% choose ‘I enjoy building relationships with my students.’

Rutgers Alternate Route teachers echo the report, further supporting that a passion for helping youth thrive is at the core of teaching.

“I truly care about children and would like to make a difference in their lives by contributing to their education,” said Nataly Baltazar, a Rutgers Alternate Route teacher. “I strongly believe that education provides children with what they need to be creative, confident, successful, and productive in our society. As an educator, I strive to provide a safe and positive learning environment where my students feel valued and motivated.”

You see growth for yourself

The Rutgers Alternate Route audience is a very driven and passionate group of educators, and our resources are regularly our most popular offerings. Having this information, it makes sense that teachers regularly seek growth opportunities. Knowledge never stops, and educators are always in pursuit of expanding knowledge.

Professional development is so attractive to educators that districts are seeing improved outcomes when professional growth is considered. A 2025 Frontline Education survey found 80% of superintendents who prioritized external conferences reported higher-than-average retention.

The report also says that for new teachers in particular, this investment is critical.

“Teachers who have access to a strong professional learning community in their first five years are far more likely to stay,” it states. “That’s why collaborative PD models, peer learning, and instructional coaching are critical retention strategies.”
 

You get joy from seeing others grow

Teaching is inherently about expanding knowledge, which is why the career is a good fit for individuals drawn to mentorship opportunities and celebrating personal growth. It’s what energizes Rutgers Alternate Route teacher Jazmin Puicon, Ph.D.

“One of my greatest joys as a teacher is to watch the transformation of my students as they begin to understand how history works and how it can be either invalidating or a source of empowerment. And this is perhaps the most important thing I can share with the students in my classes.”

Puicon takes a holistic approach toward growth, considering all factors and being available to support her students when they need her most.

“My goal as a teacher is to tap into the potential in my students, build up their strengths and challenge them as we learn about silenced people and experiences in history. I build upon my personal experiences, successes and failures to mentor my students and teach them about how to be successful in life.  

An opportunity to lead and be a role model

Rutgers Alternate Route teacher Karen Freire’s 10 years at the Brooklyn Criminal Court offered insight that led to her career transition to a teacher.

“... I noticed that it was the same people and, at times, family who were constantly getting arrested,” she said. “I then thought to myself that I wanted to make a change in the world. The way that I thought I could accomplish this was by becoming a teacher. As a teacher, I would be able to reach them while they were still young. I would be able to teach students not only math, science, ELA and social studies, but I could also teach them life skills and how to be able to succeed in life and stay out of jail.”

Freire told Rutgers Alternate Route that teaching is the most rewarding thing she has ever done—she’s not just teaching, she’s helping to develop students into better individuals.

“I wanted to become a teacher so that I could show my students that if I could go to college and achieve my goals, so could they. Nothing is impossible. It just takes a lot of hard work and perseverance. It doesn’t matter how many times you fall; you always get back up.”

A program that creates more teaching opportunities

Are you ready to teach? Becoming a substitute teacher or paraprofessional is a great way for future teachers to get a taste of day-to-day life as an educator. These support roles mirror those of full-time, certified teachers, making learning on the job ideal for training.

ParaPreppED, an NJDOE-funded teacher apprenticeship initiative, has leveraged that on-the-job learning to help districts grow their teaching pool. The program makes becoming a certified teacher accessible to those who already hold a four-year degree. Emphasizing training on the job helps teaching candidates make the most of their time while receiving quality education and mentorship.

Resources from the Teacher Apprenticeship Network provide additional support for Rutgers Graduate School of Education to partner with districts to promote the apprenticeship, establish new USDOL-approved teacher registered teacher apprenticeship programs, and recruit talent.

The program’s format accommodates the unique experiences and needs of substitute teachers and paraprofessionals, making the appropriate channels easy for them to reach.

Overall, the program aims to:

• Increase the number of Registered Teacher Apprenticeships in the state;
• Expand the teacher pipeline, leveraging the existing district talent;
• Address barriers for aspiring teachers through targeted support like Praxis prep; and
• Conduct and disseminate ongoing research on the implementation and impact of the initiative.

ParaPreppED is driven by the expressed interests of district leaders who wish to identify overlooked or hidden teaching talent among eligible paraprofessionals and substitutes the district can support to fill teaching vacancies, including those in Special Education, Science and Math, and English as a Second Language or Bilingual Education.

If you’re considering following your dream of teaching, Rutgers Alternate Route can offer you the support and training you need to succeed. Be sure to follow Rutgers Alternate Route on Twitter and sign up for Alternate Route’s monthly newsletter for more information and stories from the field of education.