(PDF) Factors That Affect Students' Choice of Teaching as a Career

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

This research focuses on concerns of professional autonomy, and identifying professional autonomy in teaching suggests that education specialists are fully involved. Professional colleagues in all areas relating to the education of the people are frequently appointed positions of responsibility to designate how educational policies in Nigeria should be managed, even if they have little or no understanding of professional training and competency (Adufe, 2008). Teaching as a career is not seen as an entity but as a loose confederation group of major components performing specific tasks, according to Factors influencing choice of teaching as a career, journal of educational research association vol. No. 1, University of Benin, which states that teaching as a career is not seen as an entity but as a loose confederation group of major components performing specific tasks, often with practically no coordination among professional members. Ekiadolor, a student at the College of Education, is now considering teaching as a vocation, but there are a number of things that are impacting her decision. Many people assume instructional responsibilities without ever receiving basic professional training or training from any of the professional schools, and many education students have not really considered their actual motivations for choosing to be a teacher (Adepoju, 2006). Many education teachers see their professional preparation or teaching as a stepping stone into teaching for certain students who believe they lack the ability and intellect to read profitable courses such as medicine, law, or engineering. Teaching will only be used as a last resort for professional preparation. Some education students view teaching as a career as a dumping ground for the less clever, as well as a stepping stone to a better vocation. This group of persons lacks commitment and respect for the value and goals of teaching, which creates a roadblock in the flow of ideas for true or genuine professional advancement (Rubba, 1981). Many teachers in Nigeria today, as well as education students in the field, would not openly announce that they are teachers, leading to issues impacting teacher identification among students at the College of Education Ekiadolor. An investigation into the factors that motivate people to choose teaching as a career will help to correct some of the erroneous views people have and will confirm or refute some of the criticisms leveled against teaching as a career in the decision of what career to choose. Several motivating factors can be summed up as follows:

i. The country’s work condition, which many individuals believe influences them to select a job for which they do not have a natural aptitude.

ii. The nature of the work itself is the second factor that may influence people’s decision to pursue a certain career. After a day’s labor, the job may provide lots of spare time.

iii. The salary offered for a specific job either attracts or repels individuals from applying for it.

STATEMENT OF PROBLEMS

The goal was to gain insight into the elements that influence male students at the College of Education Ekiadolor’s decision to pursue teaching as a vocation. Poor pay, a lack of appropriate textbooks, insufficient teaching aids, and a lack of assistance and counseling are among the issues to be investigated. I endeavored to offer answers to the problem; as a result, the following questions will serve as a guide to determining which elements impact the decision to pursue teaching as a vocation.

i. Does a low pay affect one’s decision to pursue a profession in teaching?

ii. How does a lack of appropriate texts affect teaching as a profession?

iii. Do insufficient teaching aids impact people’s decision to pursue teaching as a career?

iv. Does a lack of direction and counseling impact a person’s decision to pursue a profession in teaching?

v. Does a student’s attitude impact their decision to pursue a profession as a teacher?

OBJECTIVES OF THE STUDY

The major goal of this research is to discover the characteristics that influence male students at College of Education Ekiadolor’s decision to pursue teaching as a vocation. The following are some of the factors:

i. Low pay

ii. Insufficient relevant texts

iii. Insufficient teaching aids

iv. A lack of counseling and guidance

v. A student’s attitude toward teaching

RESEARCH QUESTIONS

ii. What are the factors Low pay?

ii.What are Insufficient relevant texts?

iii. What are the Insufficient teaching aids?

iv. What are the factors of counseling and guidance?

v. What is the student’s attitude toward teaching?

SIGNIFICANCE OF THE STUDY

The purpose of this research is to persuade the government and supporters of education to spend more in educational resources and funding. That is for individuals who desire things to make the decision to pursue teaching as a career.

SCOPE OF THE STUDY

The scope of this study is limited to the factors influencing students at the University of Abuja’s Faculty of Education’s decision to pursue teaching as a vocation.

LIMITATION OF STUDY

The research’s shortcomings include a lack of suitable resources on the subject of study, the fact that most of the respondents are not prepared to be interviewed, and a lack of time.

DEFINITION OF TERMS

Choice: The act of selecting between two or more options.

Career is a profession that a person engages in for a substantial amount of time and that provides prospects for advancement.

Profession: A paid occupation, especially one that requires extensive training and a formal qualification, is referred to as a.