Factors influencing career choice in the teaching profession: a study of the Vikindu and Alharamain teachers colleges in Tanzania
| dc.contributor.author | Mrema, Fatuma | |
| dc.date.accessioned | 2019-11-23T10:47:22Z | |
| dc.date.accessioned | 2020-01-08T09:14:54Z | |
| dc.date.available | 2019-11-23T10:47:22Z | |
| dc.date.available | 2020-01-08T09:14:54Z | |
| dc.date.issued | 2015 | |
| dc.description | : Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1775.4.T34M73) | en_US |
| dc.description.abstract | This study investigated the factors which influence teacher trainees in choosing the teaching profession as their career path in Tanzania. Four specific objectives guided this study: to examine factors influencing teacher trainees’ decision to choose the teaching profession as their career path; to scrutinize teacher trainees’ expectations from the teaching profession; to find out teacher trainees’ views regarding their level of satisfaction with the teacher professional training received; and to find out teacher trainees’ views on how to improve the quality of teaching profession training. The study employed a descriptive case study design informed by qualitative approach with a total of 80 (50 teacher trainees, 10 tutors, and 20 parents) respondents. To obtain the data, the study employed semi-structured interviews to parents and tutors as well as focus group discussion to teacher trainees. The study revealed that career decisions among the teacher trainees were mostly influenced by three factors: economic, academic performance, and social development. It was also determined that although the profession was perceived to pay less than other professions, teacher trainees chose the teaching profession mainly because of its assurance of employment as well as further education opportunities. Further, most of the public college teacher trainees unlike parents, tutors as well as trainees from the private institutions were dissatisfied with the quality of professional training they received. The study also made suggestions on improving the teaching professional training including working and learning conditions as well as increasing the number of days for the Block Teaching Practice (BTP) for quality training. Based on the study findings, several conclusions and recommendations were given including the importance for the government to set stable and open appraisal systems to all teachers so as to motivate them and hence make them work while holding positive image of education and their profession. | en_US |
| dc.identifier.citation | Mrema, F. (2015). Factors influencing career choice in the teaching profession: a study of the Vikindu and Alharamain teachers colleges in Tanzania, Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4437 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Teaching | en_US |
| dc.subject | Vocational guidance | en_US |
| dc.subject | Guidance organization | en_US |
| dc.subject | Training | en_US |
| dc.subject | Alharamain Teachers College | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Factors influencing career choice in the teaching profession: a study of the Vikindu and Alharamain teachers colleges in Tanzania | en_US |
| dc.type | Thesis | en_US |