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

被引：3

作者：

Moses, Ikupa ^{[1
,2
]}

Admiraal, Wilfried ^{[1
]}

Berry, Amanda ^{[3
]}

Saab, Nadira ^{[1
]}

机构：

[1] Leiden Univ, Grad Sch Teaching, Leiden, Netherlands

[2] Dar Es Salaam Univ, Fac Educ, Coll Educ, Dar Es Salaam, Tanzania

[3] Monash Univ, Fac Educ, Clayton, Vic, Australia

来源：

SOUTH AFRICAN JOURNAL OF EDUCATION | 2019年 / 39卷 / 01期

关键词：

commitment to teaching; intentions to enter teaching; student-teachers; EFFICACY BELIEFS; SELF-EFFICACY; EDUCATION; RETENTION; PREDICTORS; CAREER; CHOICE; RECRUITMENT; MOTIVATIONS; ENTRANCE;

D O I：

10.15700/saje.v39n1a1485

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页数：15

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