American Journal of Social Sciences
2014; 2(6): 120-125
Published online November 20, 2014 (http://www.openscienceonline.com/journal/ajss)
Attitude of prospective teachers towards teaching
profession
Aniruddha Chakraborty1, Bhim Chandra Mondal2
1
2
Department of Education, Union Christian Training College, Berhampore, Murshidabad, WB, India
Department of Education, Sponsored Teachers’ Training College, Purulia, WB, India
Email address:
[email protected] (A. Chakraborty), [email protected] (B. C. Mondal)
To cite this article
Aniruddha Chakraborty, Bhim Chandra Mondal. Attitude of Prospective Teachers towards Teaching Profession. American Journal of Social
Sciences. Vol. 2, No. 6, 2014, pp. 120-125.
Abstract
Professional attitude is the feelings of an individual, behaviors and commitment to the profession. If the teacher is committed
and has positive attitude then it is sure that his performance will be better and his effort will be fruitful. In this article we have
measured the professional attitude of prospective teachers in relation to their gender, category, religion, locale, subject stream
and academic qualification. The attitude scale for teaching was constructed and standardized by the Investigators following
the standard procedure. The results shows that prospective teachers’ attitude towards teaching profession did not different
significantly with the variables like gender, religion, category, locale and stream of study. However, significant difference
occurs in case of academic qualification.
Keywords
Teaching Profession, Attitude, Prospective Teacher, Gender, Locale, Academic Qualification
1. Introduction
Education means a practice, formal or informal which helps
to develop the potentialities of human being including their
knowledge, capabilities, behavioral patterns and values. In
this context the teachers have more responsibilities in shaping
and building the character especially mental characters of
students. Development of a nation always relies on knowledge
acquired through education and its practical Implications.
Considering any effective education system or educator,
effective instructional strategies with identity and high
potentials in which the contents were delivered are the main
pillars of quality education system. Teachers are the persons
who could develop and mould the learners as good citizens.
They should develop higher attitude towards the teaching
profession, do extremely well in their academic performance
and enhance lifelong skills to face in future.
The term “Attitude” has been defined in a number of ways
by the psychologists. Attitude is a mental characteristic. The
simplest definition is that, it is a feeling for or against
something [1]. According to Britt (1958, it is a mental set of
response [2]. Fishbein (1967) defines it as a mental disposition
of the human individual to act for or against a definite object
[3]. Allport (1935, p.34) defines it as a mental and neural state
of readiness, organized through experience, exerting a
directive or dynamic influence upon the individual’s response
to all objects and situations with which it is related [4].
Thurstone (1946) has defined attitude as the degree of positive
or negative affect associated with some psychological object
[5]. Professional attitude means a person’s feelings, behaviors
and commitment to the profession. If the teacher is committed
and has positive attitude then it is sure that his performance
will be better and his effort will be fruitful. Richarson (2003)
narrated that Education is a nation building activity [6]. The
quality of education depends upon ability and efficiency of
teachers. If the teachers are well trained, motivated and
committed with their profession learning will be enhanced.
2. Review of Literature
Lawal (2012) revealed that there is a significant difference
in the way parents, teachers and students perceive the teaching
profession. Parents perceive the teaching profession
American Journal of Social Sciences 2014; 2(6): 120-125
negatively while teachers and students perceive the teaching
profession positively [7]. Akblut and Karakus (2011)
determined how pedagogical content courses taken during
teacher education programme affect the pre-service teacher’s
attitudes toward teaching profession, the findings revealed
that pre-service teacher’s attitude toward teaching profession
were positive [8]. Oruc (2011) in his study on the perception
of teaching as a profession by trainee teachers of a state
University Faculty of Education revealed that these students
have clear positive attitudes for their future profession [9].
Akkaya (2009) stated that gender factors affect the pre-service
teacher’s attitude towards teaching profession. It was revealed
that female pre-service teachers who are in Turkish Education
Department are more successful than male pre-service
teachers with respect to their attitudes and academic success
[10]. Temizkan (2008) opined that the teachers’ attitudes
towards their profession are usually related with their
enjoying profession, dedicating themselves to their
profession, being aware that their profession is socially
necessary and important, and believing that they need to
improve their profession, and so, themselves, continuously.
Learning experiences of prospective teachers should be
organized in a way that they will establish positive attitudes
towards the profession of teaching [11]. Çapri and Çelikkaleli
(2008) investigated the attitudes of 250 pre-service teachers
studying at Mersin University, Faculty of Education toward
teaching profession in terms of the variables of gender,
program and faculty of study. It was determined as a result of
the study that, the attitudes of pre-service teachers were
significantly affected from gender, in other words females
were found to have more positive attitudes [12]. Suja (2007)
in a study found that attitude towards teaching, interest in
teaching, and teaching experience have significant main effect
on job commitment of teachers [13]. Lasek and
Wiesenbergova (2007) performed a Questionnaire of
Attitudes toward Teaching Profession to 136 3rd year
pre-service teachers in order to determine their attitudes
toward teaching profession in terms of several variables.
Pre-service teachers whose parents are teachers and female
pre-service teachers were found to have more positive
attitudes than the others [14]. Gürbüz and Kışoğlu (2007)
investigated the attitudes of 117 senior pre-service teachers
and 103 faculty of science and arts graduates enrolled in the
masters’ without thesis program at Atatürk University, Kazım
Karabekir Faculty of Education toward teaching profession
in terms of several variables. It was determined in this study
that, the attitudes of pre-service teachers showed a
statistically significant difference in terms of gender variable
favoring females [15]. Bozagan, Aydin and Yildrim (2007)
revealed that the pre-service teacher’s attitude towards
teaching profession changes according to the gender and type
of programme they graduated from [16]. Osunde and
Izevbigie (2006) investigated 400 secondary school teacher’s
attitude toward the teaching profession revealed that because
of financial remuneration and delay in payment of salaries,
teachers have negative attitude towards the teaching
profession. They found that poor conditions of service; wider
121
negative influence and teacher’s negative personal and
professional behavior are the factors of the teacher’s negative
attitudes towards the teaching profession [17]. Kaya and
Büyükkasap (2005) investigated the attitudes and concerns of
36 senior pre-service teachers - studying at Physics
Education Department of Kazım Karabekir Faculty of
Education in Atatürk University - regarding teaching
profession in terms of several variables. From the study it is
found that females were found to have more positive
attitudes toward the profession than males, viewed it as an
ideal profession and they had more ambition to be a teacher
[18]. Devi (2005) in a study, found that moderate and highly
significant correlation exists between success in teaching and
the predictor variables like, role conflict, attitude towards
teaching profession and job satisfaction [19]. Oral (2004)
indicated some significant differences among the attitudes of
the students who enrolled in the Faculty of education while
considering the profession of teaching according to gender,
the order of the programme they attend in the preference list,
and the reason for choosing the profession of teaching [20].
Celikoz and Cetin (2004) opined that if prospective teachers
develop a positive attitude towards their profession, they will
develop creative thinking, motivate their students more easily,
and adapt their verbal and non verbal messages to their
students. As a result, the prospective teachers‟ attitude which
is shaped in the teacher education programmes should be
arranged in order to obtain a positive attitude for teaching
profession [21].
Çeliköz and Çetin (2004) [21] determined that all
education level of the parents, academic performance, the
number or sisters / brothers and monthly income variables
led to a significant change in the attitudes of these students
toward teaching profession. Oral (2004) [20] determined that
although a statistically significant difference was found
favoring females and those who had preferred teaching
profession in the top five, no statistically significant
difference was found in terms of years of study. According to
Callahan (1980) [22] and Richardson (2003) [6] attention to
attitudes has become a growing concern in teacher education.
Hosgorur, Kilic and Dundar (2002) found a positive relation
between class levels and attitude, when class levels and
attitude increases, pre-service teacher’s attitudes towards the
teaching profession hike [23]. Erdem and Anılan (2000)
determined that although a statistically significant difference
was found favouring those who had preferred teaching
profession in the top five, and no statistically significant
difference was found in terms of gender and year of study
[24]. Capa and Cil (2000) revealed that gender is not effective
on the pre-service teacher’s attitude towards teaching
profession, but in the sub-dimension of loving the profession
and respect for the profession, females have a more positive
attitude than males. They also determined that the difference
between the attitudes of 2nd and 4th year students toward
teaching profession was not significant but a significant
difference was found between the attitudes of 2nd and 3rd
year students [25]. Cornelious (2000) investigated the factors
affecting teacher competence of teacher trainees at the
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Aniruddha Chakraborty and Bhim Chandra Mondal:
Attitude of Prospective Teachers towards Teaching Profession
secondary level, revealed that intelligence, attitude towards
teaching profession, and academic achievement of teacher
trainees are the discriminating factors of the different groups
of subjects [26]. Tanrıöğen (1997) investigated that there’re
statistically significant differences favoring the females in
terms of gender variable and favoring those who had
preferred teaching profession among the top five in terms of
the results of University Entrance Examination (UEE) [27].
Sözer (1996) determined that, the attitudes of pre-service
teachers did not demonstrate a statistically significant
difference in terms of their secondary school Grade Point
Average (GPA) and the types of high schools they’ve
graduated from [28]. Austin (1979) found that attitude of
student teachers can be improved by student teaching
experience provided that they are not pre-tested concerning
their attitudes [29].
3. Construction of Professional
Attitude Scale for Prospective
Teachers
3.1. Tool Development
3.1.1. Item Development
After reviewing many related studies done in the field of
Attitude towards teaching profession both in India and in
other countries, the following five dimensions were identified
viz. academic excellence, administrative interest, socio
psychological aspect, co-scholastic aspect and financial
prosperity. Attitude towards teaching profession denotes the
positive or negative feeling or outlook associated towards
teaching. Hence the statements to measure this dimension
were constructed in terms of the above mentioned areas,
whether it is positive or negative.
3.1.2. Dimensions
Academic Excellence: This domain indicates the academic
aspects including Excellence’s by the formulating of
statements. These statements are related to the academic
aspects of teaching profession.
Administrative interest: This domain includes statement
with the interest and involvement towards administrative
works in the school. Though teaching is a profession, so
teachers have a lot of consignment towards administrative part
of the institution.
Socio-psychological aspect: This domain consists with the
statement relate to the inclination of teachers as regards to the
social status of teaching profession, the self-esteem
enhancement, and its influence on shaping the behavioural
changes of next age group.
Co-scholastic aspect: Co-scholastic area is an integral part
of teaching learning process. In this domain teacher’s
inclination relates to co-scholastic activities are incorporated.
It relates to the outlook of teacher’s role and function in the
area of co-scholastic activities and their importance as an
integral part of teaching profession.
Financial aspect: To ensure the professional nature,
financial benefit like salary and other incentives are
important part of teaching profession. So some statements are
framing to judge the temperament of prospective teachers
towards financial beneficiary in this area.
3.1.3. Tool Description
A large number of statements pertaining to the above
dimensions were collected from experts and were
supplemented with statements taken from relevant literature.
After a careful scrutiny of the statements by experts, 90
statements were selected for the study related to attitudes
towards teaching profession of prospective teachers. Based
on the judges’ comments on the items’ content and face
validity, relevance and clarity, 80 items were retained.
3.1.4. Scoring
The scale was constructed by making use of Likert’s
methods of summation to get a five point judgement on each
item. Against each statement, five alternative responses,
namely, “Strongly Agree” (SA), “Agree” (A), “Undecided”
(U), “Disagree” (D) and “Strongly Disagree” (SD) were
given. Weights of 5,4,3,2 and 1 were given for favourable
statements and the scoring system is reversed for
unfavourable statements. A schedule was added in the
beginning of the questionnaire in order to get information
about sex, category, qualification, residential background,
category etc.
3.1.5. Pilot Study
After constructing the Professional Attitude Scale for
Prospective Teacher, on the Likert’s method, a pilot test was
conducted on a random sample of 26 Teachers’ Training
Institutions with prospective teachers in Murshidabad, Nadia,
Malda and Purulia districts, West Bengal.
3.1.5.1. Item Analysis
The ‘t’ value for evaluating the responses of the high and
low groups to the individual statements was found out.
Items with ‘t’ values less than 1.75 were rejected. The items
were then arranged in the rank order according to their ‘t’
values. As many as 75 statements having the ‘t’ value equal
to or greater than 1.75 were chosen in order to form the final
scale [30].
3.1.5.2. Validity
Due weightage was given to all the dimensions while
selecting items. The scale contains 75 statements which
represent the universe of content. Hence, it has content
validity. It has also construct validity as items were selected
having the ‘t’ values equal to or more than 1.75 [30].
3.1.5.3. Reliability
The reliability of the split half test is found 0.767 by the
use of Spearman – Brown prophecy formula. Cronbach α of
the scale was found 0.792.
3.1.5.4. Norms of the Scale
In order to determine the norm of the scale the final form
of the scale was administered on 1200 prospective teachers.
American Journal of Social Sciences 2014; 2(6): 120-125
123
H02: There is no significant differences between rural and
urban resident prospective teachers attitude towards
teaching profession.
H03: There is no significant differences of attitude
towards teaching profession among prospective student
teachers with general and reserved category.
H04: There is no significant differences of attitude
towards teaching profession among prospective student
minority and nonminority religious status.
H05: There is no significant differences of attitude
towards teaching profession among prospective student
teachers having Post Graduate and Graduate academic
qualification
H06: There is no significant differences between
academic stream of science and humanities prospective
teachers attitude towards teaching profession.
The norms are determined as follow: score with higher than
300 denotes as high attitude, score between 260 to 300
denotes as average attitude and score with below 260 denotes
as low attitude towards teaching profession of prospective
teachers.
4. Methodology
4.1. Research Design and Type of Study
The purpose of this study is to investigate prospective
teachers’ attitude towards teaching profession with respect to
sex, category, religion, residential demography, subject stream
and educational qualification. The quantitative approach was
the most appropriate design for this investigation. The study
employed a survey design.
4.2. Population
There were 1032 prospective teachers who are continuing
their teacher education programme on 2013-14 academic
session. Out of total population 682 were male and rest of the
female.
4.3. Methods of Data Analysis
A self developed tool namely PROFESSIONAL
ATTITUDE SCALE FOR PROSPECTIVE TEACHERS
administered to the prospective teachers. The detail of tool
construction is already discussed earlier section. Statistical
technique (SPSS) was used to determine whether a significant
difference existed in the attitude of the prospective teachers in
respect to sex, category, religion, residential demography,
subject stream and educational qualification.
5. Objectives
The objective of the study is as follows:
To develop and standardized Attitude scale towards
teaching profession.
To compare attitude towards teaching among male and
female prospective teachers.
To compare attitude towards general and reserved
category prospective teachers.
To compare attitude towards teaching among minority
and non-minority prospective teachers.
To compare attitude towards teaching among rural and
urban prospective teachers.
To compare attitude towards teaching among Science
and Humanities prospective teachers.
To compare attitude towards teaching of prospective
teachers in respect to their academic background.
6. Hypotheses
The researcher formulated the following null hypotheses.
H01: There is no significant differences of attitude
towards teaching profession among male and female
prospective teachers.
7. Results and Discussion
In the present study all mean, standard deviation and “t”
values are measured with the help of SPSS. These values are
shown in tabular form in Table 1.
From the Table 1 it is found that out of six “t” values one is
significant at 0.01 level and “t” values for others are non
significant either at 0.01 or 0.05 level. If prospective teachers
are categorized with their academic qualification it is noticed
there is a significant difference between post graduate and
graduate prospective teachers’ attitude towards teaching
profession. The mean value of post graduate prospective
teachers is higher than that of graduate prospective teachers.
So prospective teachers with post graduate degree have higher
attitude towards teaching profession than that of prospective
teachers with graduate degree. Otherwise no significant
differences found for prospective teachers in relation to their
sex, category, religion, demographic location and subject
stream.
Table 1. Mean, SD and t values of Variables
Variable(s)
Sex
Category
Religion
Demography
Subject Stream
Academic
Qualification
SubGroup
Male
Female
General
Reserved
Minority
Non-Minority
Rural
Urban
Arts
Science
Graduate
Post-Graduate
Mean
271.39
269.97
277.33
287.33
268.1
270.09
270.61
277.65
271.56
320
261.94
273.33
SD
26.75
23.74
28.17
16.99
26.76
24.4
24.73
26.73
25.62
23.64
26.71
23.92
t
0.25*
1.26*
0.04*
0.34*
1.27*
2.76**
*Not significant, ** significant.
The null hypothesis H01 is retained i.e., there is no
significant difference between attitude of male and
female prospective teachers towards teaching profession.
Attitude towards teaching profession of male and female
prospective teachers are equal. So no sex factor is found
for prospective teacher’s attitude towards teaching
124
Aniruddha Chakraborty and Bhim Chandra Mondal:
Attitude of Prospective Teachers towards Teaching Profession
profession. The results corroborate with the findings of
Capa and Cil [25] but not support with the findings of
Akkaya [10] and Bozagan, Aydin and Yildrim [16] who
revealed that female prospective teachers are more
successful than male prospective teachers with respect to
their attitude towards the teaching profession..
The result of second hypothesis shows that there is no
significant difference found. So general and reserved
category prospective teachers have equal attitude
towards teaching profession. So the null hypothesis H02
is accepted.
Statement of third null hypothesis also shows that
attitude of prospective teachers from minority and
nonminority religion area towards teaching profession is
equal. All prospective teachers are developed their mind
towards teaching profession equally. So the null
hypothesis H03 is accepted.
Similarly no difference in attitude towards teaching
profession is found in case demographic differences of
prospective teachers. Rural and urban residence
prospective teachers have identical attitude towards
teaching profession. So the null hypothesis H04 is
accepted.
When prospective teachers are categorized in respect to
their subject stream viz. arts and science no significant
difference of attitude is found from the present study. All
the prospective teachers belong to different subject
stream area have identical attitude towards teaching
profession. So the null hypothesis H05 is accepted.
In case of hypothesis H06 the result shown that there is
significant difference exist between prospective teachers
in relation to their academic qualification. Post graduate
qualified prospective teachers have higher attitude than
that of graduate. This study is supported by the studies of
Hosgorur, Kilic and Dundar [23] that found a positive
relationship between the academic qualification and
attitude when academic qualification increases,
prospective teachers’ attitude towards teaching profession
rises. Henceforth the null hypothesis H06 is rejected.
8. Conclusion
A very significant area explored in the present study was
professional attitude of prospective teachers, where it was
found that majority of prospective teachers displayed lack of
higher attitude towards their teaching profession. Only 8.5%
prospective teachers’ score confined higher attitude towards
teaching profession. 66.5% prospective teachers’ score were
put down between the average attitude towards teaching
profession and shockingly 25% prospective teachers’ score
displayed lower attitude towards teaching profession. Healthy
attitude of teachers towards their profession is a pre-requisite
for a healthy school system. If teachers will lose belief in their
profession and its contribution in making of the mankind and
causing steps forward in the society; if the admiration of the
‘noblest of all’ profession is not acknowledged and respected
by the teachers, then their job satisfaction level will go down
and the high position of teaching community will also be
lesser. In order to be successful in teaching profession, one
needs to love the profession and performs it willingly. The
training to which the prospective teachers were exposed aimed
at improving their competencies in teaching. The rise in the
prospective teachers’ competency level contributed to a rise in
their attitudes towards teaching. Accordingly, the more
competent the prospective teacher is, the higher attitude s/he
establishes towards the teaching profession. Moreover, still
the attitudes of prospective teachers, whether post graduate or
graduate, can be affected by other factors such as experience,
training, skill development. More studies should be made on
the attitudes towards teaching profession and according to the
results to be obtained, education environments should be
reorganized. A healthy and useful communication process
should be established between the prospective teachers who
are the future teachers and instructors. The profession should
be improved in terms of theoretical, social and cultural aspects
for an increased interest in the profession and higher attitude.
Acknowledgement
One of the authors Aniruddha Chakraborty, Assistant
professor, Union Christian Training College acknowledges
University Grants Commission for funding under minor
research project scheme (PSW – 091/12-13) to carry out the
present study.
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