Examining Teacher Trainees’ Attitude towards Teaching Profession and Teaching Subjects in Tanzania
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Date
2019-09-01
Journal Title
Journal ISSN
Volume Title
Publisher
Huria Journal
Abstract
Teacher trainees’ positive attitude on teaching is fast becoming a key
instrument in teacher trainees’ motivation to teaching. Thus, it is regarded as a
central policy agenda that has recently captured the minds of academics and
researchers. Based on those facts, we examined the extent to which teacher trainees
hold positive attitude on two dimensions—attitude towards teaching profession and
teaching subjects. Additionally, we investigated whether these dimensions of
attitudes are significantly related to demographic variables such as gender, GPA,
whether or not they had worked before joining teacher education university
programme, years of work, future work preferences and subjects of specialization.
Participants for this study constituted a sample of 901 final-year teacher trainees
from one of the teacher education university college in Tanzania. Findings indicated
that teacher trainees’ attitude and GPA were not significantly related. Instead, a
significant correlation was observed between the two dimensions of attitudes.
Shockingly, findings indicated that more than 50% of teacher trainees had no
preferences of working as teachers. Worse enough, the figures were similar even
among science and mathematics majors who are highly demanded in the teaching
career. Finally, the implications for policy and future research are put forth
Description
NIL
Keywords
Attitude; attitude towards teaching profession; attitude towards teaching subjects; teacher trainees; teaching
Citation
APA 6th Edition