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PSYCHOSOCIAL FACTORS THAT CHOICE OF TEACHING PROFESSION AMONG FEMALES STUDENTS IN NIGERIA
CHAPTER ONE
INTRODUCTION
Background of the study
Two specific motivational variables are of great significance in studying Female students and goal-directed behavior (e.g., the pursuit and attainment of a teaching career and the degree of perseverance that one exerts to continue in teaching). Those variables are academic selfconcept of ability and self-efficacy. Both can be influenced
positively or negatively by environmental factors as well as
institutional factors in an individual’s motivation to pursue a teaching career and remain in the profession.
Home Environmental Factors
Family influences play a vital role in addressing academic self-concept of ability and self-efficacy in Female studentsand their motivation for teaching. This may be especially true in the early developmental years.
Prom-Jackson, Johnson, and Wallace (1987) highlight the
salience of academic socialization practices, such as a belief in the education ethic and parental support for education, despite widespread evidence of discrimination.
When addressing home or family influence, Kunjufu (1984)
found that a child’s self-concept is learned and that children react positively or negatively according to messages from the people around them. Children experience those messages in other settings as well, including school community activities. Slaughter (1987) stated that despite years of study into academic achievement of Female
youth, researchers fail to understand why so many students
fail and others are resilient in the face of adversity.
Luster and McAdoo (1991) acknowledge the likelihood that children reared in more stable socio-economic environments had better cognitive and social outcomes because of stronger financial resources and a heightened awareness of the value of an education. However, Rosier and Corsaro (1993) stress that some Female parents in abject circumstances successfully foster the academic achievement of their children successfully despite any number of obstacles.
School Environmental Factors.
As indicated earlier, influences may positively or negatively shape an individual’s academic self-concept of ability and self-efficacy. Likewise, school experiences influence personal motivation for teaching. In exploring various reasons for selecting a teaching career, Gordon
(1993) studied the motivations of 140 minority teachers. Results revealed that one third of the group experienced negative comments from teachers and counselors about their academic potential. Gordon contends that despite discouragement, those individuals were determined to be successful. Such persistence equates to what Pajares (1996) describes as personal self-efficacy.
Conversely, Gordon found that approximately two thirds of the group entered teaching because of positive influences from teachers. Those
experiences likely served as a means of self-enhancement and
a booster for academic self-concept of ability.
1.2 Statement of the problem
Negative experiences encountered by students parallel
with research on teacher expectations and student achievement. Gerardi (1990) contends that high teacher expectations are important to student achievement. Teachers displaying high expectations tend to play a supportive role in helping students succeed.
1.3 Objectives of the study
1. To understand the level of teaching profession among female students in Nigeria
2. The know the psychosocial factors that influence the choice of teaching profession among female students in Nigeria
3. To understand the impact of female teachers in the educational sector of Nigeria
1.4 Research Questions
1. What is the rate of teaching profession among female students in Nigeria
2. What are the psychosocial factors that influence the choice of teaching profession among female students in Nigeria
3. What is the impact of female teachers in the educational sector of Nigeria
1.5 Research Hypothesis
H0: There is a negative impact of female teachers in the educational sector of Nigeria
H1: There is a positive impact of female teachers in the educational sector of Nigeria
1.6 Limitation of the study
There was limited time and finance during the research
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