Problem of The Study Research Methodology

PERCEPTION OF TEACHING AS A PROFESSION AND UB T EAC HER
TRAINEES ’ ATTITUDE TOWARDS TRAINING PROGRAMME AND T EAC HI NG
PROBLEM OF THE STUDY RESEARCH METHODOLOGY
This is a survey inferential study in design conducted to capture and

To all professionals, the way they perceive themselves and the value
analyzed the perceptions of University of Botswana, education students
of their services tend to influence their efficiency and hence
regarding teaching as a profession. Data were randomly collected from
productivity. For teachers, such perception is influenced by the
total of 73 education students toward the end of second semester
views of the public about teaching. A teacher tends to be 2014/2015. Out of the sampled 73 students, 38 were Post graduate
psychologically handicapped by public perception of the value of Diploma in Education (PGDE) and while 34 were Bachelor of Education
his/her service. Teachers tend to be humbled by the psychological students. One participant failed to indicate his/her academic status.
pressure put on them by the feeling that, despite their irreplaceable Among them were 57 females and 16 males without specified sampling
service, their career is not regarded as a profession by the public. frame.Questionnaire was used to collect data. It is consisted of two parts.
According to Nenty (2010), pressure emanating from negative views The first part- Part I had five items demanded for the demographic
from the public of teaching as a career by the society tends to information of students. Part II with 53 Likert-type items with six options
reduce the amount of affective and cognitive investments on – from ‘very strongly agree’ through ‘very strongly disagree’ – was
teaching and learning by teachers and teacher trainees. Such views developed. Additional two items were included to demand students to
tend to kill the aspiration and inspirational stamina of teachers. A state his or her overall grade in the last semester and the expected grade
situational analysis of Botswana education system has noted that at the end of the next semester. Face-validated of items was by three
colleagues in the area of assessment. Thus looked into every item to find
there is a challenge of poor quality teachers, as practicing teachers
out whether they were measuring what it supposed to measure in relation
do not get equitable treatment when it comes to teacher training
to the operationalized indicators of students perception to teaching as a
and professional development (Kgalemang, 2015). The situation
professional. Negatively worded items were scored in the reverse
needs urgent attention. The report indicates that the issue is direction. A Cronbach alpha analysis of the reliability of the measurement
compounded by inadequate provision of teacher training related to of the variables involved in the study showed that for motivation to
the new curriculum resulting in teachers often not being in a good achieve in teacher training programme with 3 items, alpha was .408;
position to implement the curriculum properly. This is an immense attitude toward teacher training programme with 10 items, alpha was .869;
challenge which reflects that teaching profession in Botswana within value of teacher training programme with 6 items, alpha was .501;
the context of the teacher developments. As an attempt to address willingness to teach with 13 items, alpha was .718; attitude towards
the challenge, it is important to investigate into teaching as a teaching with 4 items, alpha was .589 and effectiveness of the training
profession as perceived by teacher trainees. programme with 5 items, alpha was .603. These are acceptable reliable
coefficients that indicate that the instrument is reliable hence it can be
used to collect data.
https://academicjournals.org/journal/E
RR/article-full-text/F0FFE6056073
RESEARCH FINDINGS CONCLUSIONS
The findings of the study showed that in the perception of UB Considering teaching as a profession by teacher trainees, it is an imperative
teacher trainees, teaching is a profession and this view is perception which enriches psycho-logically the working environment for a
significantly stronger among female than male teacher trainees. teacher. It boosts teachers’ cognitive ability and affective disposition which
empowers improvement through innovative teaching and learning by teacher
Their level of perception of teaching as a profession has significant
trainers and the teacher trainees. Given a conducive psychological
influence on their motivation to do well in their teacher training
environmental afforded other careers as professions, teachers will be seen as
programme (TTP); attitude towards their teacher training exhibiting specialized skills in the development of human resource for the
programme (AtTTP), the value they attached to the programme betterment of our society. The findings of this study corroborated that of
(VaTTP); and their perception of the effectiveness of the programme Hargreaves et al. (2006) who examined the perceptions of the status of the
(ETTP). Similarly, the level to which they perceived teaching as a teaching profession and revealed large differences between the teaching
profession has a significantly positive influence on their willingness profession and those professions judged to have high status in terms of
to teach (WtT); attitude toward teaching (AtT) and the level to which reward and respect and as control and regulation. Teachers, trainee teachers
they perceive teaching as a stereotypes career (STC). Generally, the and associated groups saw the teaching profession as virtually on a par with a
higher their perception of teaching as a profession, the higher is their high status profession in terms of the training, responsibility and performance
that teaching requires.
attitude towards their teacher training programme as well as
They are motivated by their programme to develop highly favourable attitude
towards teaching.
towards teaching and a high level of willingness to teach. These are crucial
measures which every teacher has to possess in order to achieve as
professionals and hence enhance the standing of the profession. This can be
attained only through an effective teacher training programme which the UB
teacher trainees claim theirs is. As attested by Marina-Stefania et al. (2011)’s
findings, good relationships with school-based mentors significantly boosted
trainees' confidence and engender the feeling that their initial teacher
preparation had effectively prepared them for teaching. If teacher training
programme is effective, it bring along teaching as a trusted profession as it
combines statements about trust, integrity, and the desirability of having an
influential and independent professional body for all teachers, with those
teachers evaluating their work, using their professional judgment and
directing other staff in the classroom (Hargreaves et al., 2006).
ERIKA JOY C. GUTIERREZ

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PERCEPTION OF TEACHING AS A PROFESSION AND UB T EAC HER

TRAINEES ’ ATTITUDE TOWARDS TRAINING PROGRAMME AND T EAC HI NG

PROBLEM OF THE STUDY RESEARCH METHODOLOGY

This is a survey inferential study in design conducted to capture and

RESEARCH FINDINGS CONCLUSIONS

ERIKA JOY C. GUTIERREZ

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