Abstract
Career choice motives play a central role in teacher development, professional commitment and retention. Although special education is often assumed to attract individuals with strong pedagogical and altruistic motives and lower extrinsic orientations, empirical evidence is inconsistent. This study examines whether preservice special education teachers in Germany differ systematically in their career choice motives from preservice secondary school teachers. Data were drawn from two samples in Baden-Württemberg, Germany: 703 preservice special education teachers and 1012 preservice secondary school teachers. Career choice motives were assessed using self-reports. After establishing the factorial validity and partial scalar invariance, latent mean analyses were conducted controlling for age and gender. Preservice special education teachers reported higher self-efficacy and lower instrumental motives than preservice secondary school teachers. No group differences emerged for pedagogical interest. Unexpectedly, preservice special education teachers reported higher subject-related interest. Social influences did not differ between groups. Findings suggest that preservice special education teachers do not exhibit a uniform motivational pattern but rather a hybrid configuration of motivational orientations that combines theoretically expected and unexpected elements. The results highlight the need for refined motivational models and further longitudinal research.