ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
PSYCHOSOCIAL FACTORS THAT INFLUENCE THE CHOICE OF TEACHING PROFESSION AMONG FEMALE STUDENTS IN NIGERIA
CHAPTER ONE
- Background of the study
Powell’s (1979) study disputes the assumption of a significant
relationship between global self-concept and academic
achievement, especially as it pertains to inner-city
minority youth. Powell invites readers to consider that
major environmental stressors may account for variations in
academic performance.
Powell (1979) also differentiates between self-esteem
and global self-concept by stating that self-esteem is a
subset of global self-concept, which is composed of
attitudes and ideas that are part of the process of self26
evaluation. Powell further states that self-esteem comprises
two interrelated aspects: (a) a sense of personal worth and
(b) a sense of personal efficacy.
In summary, findings suggest a strong relationship
(either positive or negative) between self-concept and
achievement. Also quite distinguishable is the relationship
between general self-concept/achievement and academic selfconcept/
achievement with the latter more strongly associated
with achievement than the former. It appears that additional
dimensions of self (e.g., self-esteem and global selfconcept)
directly impact both self-concept and academic
self-concept, and consequently, positively or negatively
affect achievement. Findings also support the contention
that environmental influences such as feedback from
significant others may affect one’s self-perception, thereby
influencing personal motivation to enter and subsequently
remain in teaching.
- Statement of the problem
Many of the failures and successes individuals experience in many areas of life are
closely related to the ways they have learned to view
themselves and their relationships. Purkey argues that selfconcept
is learned and can be shaped through repeated
perceived experiences, particularly with significant others.
Combs and Snyggs (1959) refer to another dimension of
of self-concept known as global self-concept. They define it
as an overall view of self and a critical factor in
determining behavior. Sears and Sherman (1994) note that
global self-concept equates with motivation because of the
significant role it plays in initiating and guiding
behavior, which likely impacts academic self-concept. Their
findings account for variations in human behavior that span
a wide range of performance situations by attributing them
to individual differences in global self-concept.
- Objectives of the study
- To understand whether family academic background have an impact on the choice of teaching profession among female students
- To understand whether family economic background have an impact on the choice of teaching profession among female students
- To understand the relationship between motivational factors and female students choice of teaching as a profession
- Research Questions
- Does family academic background have an impact on the choice of teaching profession among female students
- Does family economic background have an impact on the choice of teaching profession among female students
- Research Hypothesis
H0: Family academic background does not have an impact on the choice of teaching profession among female students
H1: Family academic background have an impact on the choice of teaching profession among female students
H0: Family economic background does not have an impact on the choice of teaching profession among female students
H1: Family economic background have an impact on the choice of teaching profession among female students
- Limitations of the study
There was limited time and finance during the course of the research
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420