Preservice Teachers’ Assumptions and Motives to Become Teachers: Hope and Professionalism

Abstract

This study investigated how preservice teachers view the teaching profession. The study was guided by two theories, namely: Self – determination theory and Hope theory. Qualitative and quantitative methods of data collection were employed whereby questionnaires, focus group discussions and interviews were the tools of data collection. The study come-up with the major findings that preservice teachers assumes teaching is a noble and valued profession that plays a critical role in determining the destiny of the country. Nonetheless, issues with work-life balance and job security were discovered. Teaching, according to the study is motivated by passion and hope. Also, respondents argued that ethical behaviour, teamwork, accountability, and continual professional growth are essential components of the teaching professional. From the study findings, preservice teachers are conscious of the challenges they face and suggest improving mentor-ship, integrating training with classroom practices, developing professional intelligence and cultivating a more comprehensive professional identity.