Determinants of Teachers’ Motivation to join the Teaching Profession: A Case of Two teachers Colleges in Zambia

Abstract

The purpose of this study was to examine the differences in views between preservice teachers and inservice teachers on their motivation to join the teaching profession. The study used descriptive quantitative approach through the independent sample t test to reach the intended objectives. The sample size consisted of preservice teachers (n=248) and in-service teachers (n=52) from the two teacher’s colleges. The study established that preservice teachers had higher expectations regarding material benefit and convenience, intellectual stimulation as well as continuation of work in familiar settings than the perceived reality by the in-service teachers who are already in the teaching profession. Intellectual stimulation, worthwhile service to society and interpersonal relationship were considered by both the in-service and the preservice teachers as potential benefits from the teaching profession. However, both the in-service and the preservice teachers were undecided whether continuation of work in a familiar setting is a benefit from the teaching profession. While preservice teachers agreed that material benefit and convenient as well as Job Security motivated them to join the teaching profession, the in-service teachers were undecided whether the factors motivated them to join the teaching profession. Finally, there was no significant difference in terms of gender regarding the benefits front he teaching profession by the teachers in training. The study therefore recommends that since the study found that not all the factors are motivators of teachers to join the teaching profession, there is a need to for qualitatively studies to explore further reasons that motivate teachers joining the teaching profession.