This research aims to investigate how university students in Malaysia and Oman perceive the teaching profession. It explores their interests in considering teaching as their career in the future. A quantitative approach was used with a sample of 463 participants from Oman and Malaysia to achieve these objectives. For the analysis, confirmatory factor analysis (CFA) through structural equation model (SEM) was applied to create comparative models while examining the similarities and differences between the two countries' models. The models present the leading factors that significantly influenced students’ choices or decisions in pursuing a career in education or teaching. From the findings and models, according to Malaysian participants, teaching workload was found to be the leading factor and the main concern in the field of teaching, while personal growth was the leading factor and concern among Omani participants. Significant recommendations were provided, and this paper has contributed to the global research on the ongoing struggles of what teachers are facing in terms of workload, stress, and professional development, with some implications drawn for future research.

本研究旨在调查马来西亚和阿曼的大学生如何看待教师职业。它探讨了他们将教学作为未来职业的兴趣。使用定量方法对来自阿曼和马来西亚的 463 名参与者进行抽样以实现这些目标。在分析中，通过结构方程模型（SEM）应用验证性因素分析（CFA）来创建比较模型，同时检查两国模型之间的异同。这些模型展示了显着影响学生在从事教育或教学事业时的选择或决定的主要因素。根据调查结果和模型，根据马来西亚参与者的说法，教学工作量被认为是教学领域的主导因素和主要关注点，而个人成长是阿曼参与者的主要因素和关注点。提供了重要建议，本文为全球研究教师在工作量、压力和专业发展方面面临的持续斗争做出了贡献，并对未来的研究产生了一些影响。