Student-teachers’ commitment to teaching and intentions to enter the teaching profession in Tanzania

Ikupa Moses, Wilfried Admiraal, Amanda Berry, Nadira Saab

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3 Citations (Scopus)


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.

Original languageEnglish
Article number1485
Number of pages15
JournalSouth African Journal of Education
Issue number1
Publication statusPublished - 1 Feb 2019


  • Commitment to teaching
  • Intentions to enter teaching
  • Student-teachers

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