Motivational Factors Influencing Teaching Choice Among Primary School Teachers in Tanzania

Abstract

Understanding Motives behind choosing a teaching profession is crucial in influencing teachers' commitment and credibility. This study explores motivational factors influencing career choice among primary school students in the Tanzanian context. Based on the FIT-Choice Framework, the mixed-research design approach was used to integrate the quantitative and the qualitative aspects. The proportionate stratified random sampling technique was used to select 381 respondents, and the homogeneous purposive sampling was used to select 15 participants. The questions and the interview Questionnaires and interview guides with factors influencing teaching choice were used to collect information. Data were analysed using means, standard deviations (SD), Analysis of Variance (ANOVA) and thematic analysis. Data on rating-scale responses involving pragmatic, intrinsic, extrinsic and altruistic motives were identified. The results showed that pragmatic factors prompt 75% of teachers to aspire for a teaching career. In light of the findings recounted, teacher training policies should be revisited to professionalise teaching within the framework of lifelong learning and workshops on professional development for newly recruited teachers should be organised.