Attitude Towards Teaching Profession

Abstract

Attitude towards teaching profession paper aims at achieving a correlational study to identify attitudes towards teaching profession of the prospective teachers. The sample of subjects involved in this study is comprised of graduate students in educational sciences. For the substantiation of this study, an analysis of the specialized literature was made. Particularly the studies of social psychology established that generally the concept of attitude is approached from the perspective of Gordon Allport theories. Thus, most definitions consider attitude as an individual predisposition to evaluate a social element (concept, event, person) considering it favorable or unfavorable, and thus showing a certain behavior to it (Kartz, 1960, Eagly & Chaiken, 1993, Doron & Parot, 1999). To identify the level of attitudes towards the teaching profession to prospective teachers, we used a research method based on questionnaire investigation. A Likert scale with five points was used, containing 34 items. To explore attitudes towards teaching profession of the future teachers, a correlational design was elaborated aiming at identifying the relationship between the components of attitude (cognitive, affective and behavioral). The data obtained show that there is a significant positive correlation between the cognitive and the affective dimension. At the same time, the study demonstrates that there is no significant correlation between the size of the behavioral and cognitive dimensions and also emotional dimension. Therefore, the conducted study hypothesis is partially confirmed.

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