PSYCHOSOCIAL FACTORS THAT INFLUENCE THE CHOICE OF TEACHING PROFESSION AMONG FEMALE STUDENTS IN NIGERIA

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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