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FACTORS RELATED TO QATARI THIRD YEAR SECONDARY SCHOOL STUDENTS' INTEREST IN TEACHING AS A PROFESSION
Galalah, Abdel Halim Abo
Galalah, Abdel Halim Abo
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Abstract
A void exists in the area of why Qatari students choose to take up teaching as a profession, and there is a lack of information regarding factors which may be related to Qatari students who do not select teaching as a profession. This study was conducted to test four null hypotheses and to answer four questions related to the differences in proportion of Qatari third year secondary school students expressing interest or lack of interest in teaching in terms of gender, branch and perceived level of achievement. The importance of factors pertaining to the leading profession was also addressed. Data collected from responses to three questionnaires completed by 499 Qatari secondary three students in 14 public schools were analyzed. Implications discussed in this study include: 1) female respondents expressed more interest in teaching than the males; 2) the percentage of the males expressing interest in teaching was relatively small regardless whether they are the best qualified or the most committed; 3) literary specialists are more interested in teaching than scientific specialists; 4) level of achievement has significant effects on the participant's interest in teaching where average achievers showed more interest than high achievers; 5) the factors that appeared to be particularly important to the interested respondents were "knowledge and ability in the subject, desire to serve others, prestige and recognition, teaching outshines other professions, opportunities for increased contact with others; 6) the factors that appeared to be essential to attract Qatari students into teaching were improved student respect for teachers, better teacher treatment from central and school administration and school inspectors, improved social interaction with teachers, publicity campaigns to boost teaching, prestige and special fringe benefits.
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1986-07-11
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galalah_1986_ 1078085.pdf
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