1.1 Introduction
Teaching profession refers to the occupation, practice, or vocation requiring mastery of a complex set of knowledge and skills through formal education and/or practical experience. The teaching profession plays a critical role in shaping the future workforce, particularly in specialized fields such as business education. The attitudes of business education students towards entering the teaching profession are of paramount importance, as these attitudes can influence their career choices and, consequently, the quality and availability of future educators in business disciplines.
According to Richardson & Watt (2006), studies have shown that various factors, including perceived job satisfaction, societal respect, financial incentives, and personal interest, significantly influence students' attitudes towards teaching as a career choice (Richardson & Watt, 2006). Additionally, the educational experiences and the mentorship received during their studies can also shape their perceptions and willingness to pursue teaching (Fokkens-Bruinsma & Canrinus, 2012).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The teaching profession has long been recognized as a cornerstone of societal development, providing the necessary foundation for future generations to thrive. in the realm of business education, the role of teachers is especially critical, as they equip students with the skills and knowledge needed to navigate the complex and dynamic business environment. However, the decision to pursue a career in teaching, particularly among business education students, is influenced by a multitude of factors, ranging from personal interests to societal perceptions.
Historically, teaching has been regarded as a noble profession, but in recent decades, there has been a noticeable decline in the number of individuals choosing this career path (OECD, 2019). Several studies have indicated that negative perceptions regarding job satisfaction, salary, and societal status have contributed to this decline (Kyriacou & Coulthard, 2000). in the context of business education, these factors are further compounded by the lucrative opportunities available in the corporate sector, which often draw potential educators away from teaching careers.
Research has shown that the attitudes of business education students towards the teaching profession are shaped by both intrinsic and extrinsic factors. Intrinsic factors include a genuine interest in teaching, a passion for working with young people, and a desire to contribute to society (Watt & Richardson, 2008). Extrinsic factors, on the other hand, involve job security, salary, work-life balance, and professional development opportunities (Bruinsma & Jansen, 2010).
The turn of the 21st century brought additional challenges and changes. Economic recessions, policy reforms in education, and the increasing pressure on teachers to meet standardized testing requirements began to erode the appeal of the teaching profession (Hanushek & Rivkin, 2010). Studies indicated that many business education students viewed teaching as less financially rewarding and more stressful compared to careers in the corporate sector (Richardson & Watt, 2005). Consequently, fewer business education graduates were entering the teaching profession, leading to concerns about a shortage of qualified business education teachers.
Teaching profession is not a new area of research and different approaches have been used in order to explain it. Teaching profession is based on vocational and personal skills and competencies, involves professional and ethical standards and models, and entails a continuous process of professional development. In different countries, the recent implemented changes and reforms in educational field require teachers to demonstrate ongoing competences in their roles and adapt to new job requirements. Teachers are often pressed to do more work with fewer resources and are required to obtain high outcomes in their professional activities. Extensive quantitative and qualitative research was based on investigation of teachers’ beliefs and perceptions of their professional activity, job satisfaction, and motivation.
Teachers make decisions in teaching activity based on their experiences, perceptions, values and beliefs about their roles, activities, and responsibilities in schools. Research has indicated that positive teachers’ attitudes and perceptions are fundamental for effective teaching, and teachers’ beliefs, perceptions and attitudes affect their practice and influence the students’ performance (Eggen & Kauchak, 2014). High teachers’ attitudes towards teaching profession have effects on their classroom performance and teaching practice, and are correlated with the burnout level (Ispir, 2010). In order to understand teachers’ attitudes, job satisfaction was used to assess teachers’ attitude towards work (Ahmad & Sahak, 2009). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Business Education Students Teachers Attitude Towards the Teaching Profession.
1.3 Statement of Problems
Investigation revealed that financial considerations play a critical role in career decision-making. Business education students often face the allure of higher salaries and better financial incentives in the corporate world compared to what is typically offered in teaching positions (Richardson & Watt, 2006). The disparity in earnings potential can be a significant deterrent for students who might otherwise have an interest in teaching.
Moving forward, the availability of support and mentorship during teacher training and early career stages is crucial for fostering positive attitudes towards the teaching profession (Fokkens-Bruinsma & Canrinus, 2012). Inadequate support systems can lead to early career attrition, as new teachers struggle to cope with the challenges of the profession without sufficient guidance and resources.
Furthermore, the teaching profession is often associated with high levels of stress, workload, and bureaucratic constraints, which can negatively impact job satisfaction (Hanushek & Rivkin, 2010). One of the foremost problems is the negative perception of the teaching profession among business education students. Many perceive teaching as less prestigious and financially rewarding compared to careers in the corporate sector (Kyriacou & Coulthard, 2000). Business education students may be discouraged by reports of teacher burnout and the demanding nature of the job, which contrasts with the more structured and potentially less stressful environments found in business and corporate careers. Hence, it is against this backdrop that this study aims to examine the Business Education Students Teachers Attitude Towards the Teaching Profession.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Business Education Students Teachers Attitude towards the Teaching Profession. In achieving this aim, the following specific objectives were laid out as follows:
- To identify the intrinsic and extrinsic motivational factors that influence business education students’ interest in pursuing a teaching career;
- To investigate the perceived barriers and challenges that deter business education students from considering teaching as a career option;
- To evaluate the general attitudes of business education students towards the teaching profession;
- To analyze how the educational experiences and mentorship received during their studies affect business education students’ attitudes towards the teaching profession;
- To explore whether there are significant differences in attitudes towards the teaching profession based on demographic factors; and
- To provide recommendations for educational institutions, policymakers, and other stakeholders on how to enhance the attractiveness of the teaching profession to business education students.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there significant differences in attitudes towards the teaching profession among business education students based on demographic factors?
- Does intrinsic motivational factor influence business education students’ interest in pursuing a teaching career?
- What are the main barriers and challenges that deter business education students from pursuing a teaching career?
- What are the general attitudes of business education students towards the teaching profession?
- To what extent does the educational experiences and mentorship received during their studies affect business education students’ attitudes towards the teaching profession?
- What strategies can be recommended to educational institutions and policymakers to attract and retain business education students in the teaching profession?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Intrinsic motivational factors significantly does not influence business education students’ interest in pursuing a teaching career
- H1: Intrinsic motivational factors significantly influence business education students’ interest in pursuing a teaching career
Hypothesis Two
- H0: Business education students have a generally negative attitude towards the teaching profession
- H1: Business education students have a generally positive attitude towards the teaching profession
1.7 Significance of Study
The research will be of significant to the following stakeholders outlined below:
- For Educational Institutions, this study provides valuable insights into the perceptions and motivations of business education students. Understanding these attitudes allows institutions to tailor their programs and support services to better meet the needs and aspirations of students, ultimately leading to higher enrollment in teacher preparation programs and ensuring a steady pipeline of qualified business educators.
- For Policymakers, the findings of this study can inform the development of policies that address the barriers and challenges identified by business education students. This includes creating incentives for teaching, such as competitive salaries, improved working conditions, and career advancement opportunities, which can make the teaching profession more attractive and sustainable.
- For Teacher Training Programs, the study highlights the importance of incorporating practical experiences and strong mentorship components. By understanding the factors that influence students' attitudes, these programs can be designed to provide the necessary support and professional development opportunities that enhance job satisfaction and retention in the teaching profession.
- For Current and Future Business Education Teachers, this study underscores the critical role of support systems and professional growth opportunities. By addressing the issues that deter students from pursuing teaching, the study aims to improve the overall work environment and job satisfaction for educators, leading to a more motivated and committed teaching workforce.
- For Students and the Broader Community, the study emphasizes the importance of having well-prepared and enthusiastic business education teachers. High-quality teaching in business education can lead to better student outcomes, preparing them with the skills and knowledge necessary to succeed in a dynamic business environment. This, in turn, contributes to the overall economic development and competitiveness of the community.
1.8 Scope of Study
The scope of the research is focused on the Business Education Students Teachers Attitude towards the Teaching Profession using College of Education, Ekiadolor-Benin as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Career Choice:
The process by which individuals make decisions regarding the occupational path they wish to pursue, influenced by personal interests, external opportunities, and societal factors (Kyriacou & Coulthard, 2000).
Business Education:
It refers to the academic discipline that prepares students for careers in various business-related fields, such as finance, marketing, and entrepreneurship.
Teaching Profession:
The occupation or career path involved in educating students in formal educational settings, encompassing roles such as teachers, educators, and instructors.
Intrinsic Motivational Factors:
They are factors that originate from within the individual, such as personal interests, passion for teaching, and a desire to make a positive impact on students' lives (Watt & Richardson, 2008).
Extrinsic Motivational Factors:
They are factors external to the individual, including financial incentives, job security, work-life balance, and career advancement opportunities, which influence career decisions (Bruinsma & Jansen, 2010).
Job Satisfaction:
The extent to which individuals find fulfillment and contentment in their work, influenced by factors such as workload, relationships with colleagues, and the nature of the job itself (Hoppock, 1935).
Attitude:
In the context of this study, attitude refers to business education students' beliefs, feelings, and behavioral tendencies towards the teaching profession. It encompasses their perceptions of job satisfaction, societal respect, and career prospects related to teaching (Richardson & Watt, 2006).
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