TY - JOUR
T1 - Student-teachers’ commitment to teaching and intentions to enter the teaching profession in Tanzania
AU - Moses, Ikupa
AU - Admiraal, Wilfried
AU - Berry, Amanda
AU - Saab, Nadira
PY - 2019/2/1
Y1 - 2019/2/1
N2 - Commitment to teaching is a recurring topic in both research and policy discussions on teaching and the teaching profession. We investigated factors explaining differences in student-teachers’ commitment to the teaching profession and to student learning, and their intentions to enter the teaching profession. Student-teachers (n = 3,246) from one University College in Tanzania completed a Commitment-to-Teaching questionnaire. Bandura’s Social-Cognitive Theory was used to explain the findings. Differences in student-teachers’ commitment were explained by personal characteristics (i.e., student-teachers’ sense of self-efficacy), environmental factors (i.e., perceived influence of significant others and school conditions), and learning experiences (i.e., student-teachers’ attitudes towards the teaching profession, their teaching subjects, and satisfaction with the teacher education programme). Implications for practice and for research on student-teachers’ commitment to teaching are discussed.
AB - Commitment to teaching is a recurring topic in both research and policy discussions on teaching and the teaching profession. We investigated factors explaining differences in student-teachers’ commitment to the teaching profession and to student learning, and their intentions to enter the teaching profession. Student-teachers (n = 3,246) from one University College in Tanzania completed a Commitment-to-Teaching questionnaire. Bandura’s Social-Cognitive Theory was used to explain the findings. Differences in student-teachers’ commitment were explained by personal characteristics (i.e., student-teachers’ sense of self-efficacy), environmental factors (i.e., perceived influence of significant others and school conditions), and learning experiences (i.e., student-teachers’ attitudes towards the teaching profession, their teaching subjects, and satisfaction with the teacher education programme). Implications for practice and for research on student-teachers’ commitment to teaching are discussed.
KW - Commitment to teaching
KW - Intentions to enter teaching
KW - Student-teachers
UR - http://www.scopus.com/inward/record.url?scp=85064273351&partnerID=8YFLogxK
U2 - 10.15700/saje.v39n1a1485
DO - 10.15700/saje.v39n1a1485
M3 - Article
AN - SCOPUS:85064273351
SN - 0256-0100
VL - 39
JO - South African Journal of Education
JF - South African Journal of Education
IS - 1
M1 - 1485
ER -