PROGRAMME PERFORMANCE ATTRIBUTION AND TEACHING-RELATED BEHAVIOUR OF UNIVERSITY OF BOTSWANA TEACHER TRAINEES

Authors

  • E. B. Fetogang Educational Foundations, University of Botswana, Botswana

DOI:

https://doi.org/10.46827/ejes.v0i0.1403

Keywords:

attribution for failing, attribution for passing, student teachers willingness to teach, student teachers attitude towards the training programme, attitude towards teaching

Abstract

Even among teachers who are very dedicated to teaching as a career, attribution tends to play a role in them contributing to society by shaping and molding young minds. If teachers have a negative attitude towards teaching then they will certainly not be willing to teach as expected and this will affect the education system. The exploratory study is meant to determine the influence of teaching related behaviours on the programme performance, that is to say, how attribution to performance as perceived by University of Botswana (UB) teacher trainees is influenced by teaching related behaviours. To test the three hypothesis, data was collected through a survey from a sample of 195 UB teacher trainees using a questionnaire. Data was analyzed using one sample t-test and one way analysis of variance (ANOVA). The findings showed that UB teacher trainees are having a significant positive attitude towards teaching as a career but significantly not willing to teach. Thus, attribution for failing by UB teacher trainees has a significant influence on their perception of teaching as a career, their feelings about UB teacher training programme, their attitude towards UB teacher training programme and their willingness to teach. Discussing the findings was done as well as recommendations. 

 

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References

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Published

2018-01-28

Issue

Vol 4, No 1 (2018)

Section

Articles

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