Abstract
The purpose of the present study was to investigate postgraduate students' attitude towards the teaching profession according to their gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents. A descriptive survey design was adopted with a sample of 207 postgraduate students selected using a purposive sampling technique. A three-point attitude scale was constructed and validated by the investigator to collect data. The scale comprised of 40 statements including both positive and negative statements. The collected data were analysed with statistical techniques such as mean, standard deviation, and 't'-test. The results revealed that postgraduate students had favourable attitude towards the teaching profession. Further, it was found that the variables such as gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents had no influence on postgraduate students' attitude towards the teaching profession. This shows that the postgraduate students had similar attitude towards the teaching profession.
Highlights
Allport (1935) defined attitude as a mental and neural state of readiness, organised through experience, exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related. Baysal (1981) defines the attitude as a cognitive, affective and behavioural response which is organised on the basis of experience and knowledge, to the individual or any object or event around his/her environment
There is no significant difference in the attitude of postgraduate students belonging to urban and rural educational institutions towards the teaching profession
The results presented in row 5 of Table 2 shows that there was no significant difference between postgraduate students' parents earning ≥ Rs.1,00,000 (M = 94.83, SD = 7.61) and < Rs.1,00,000 (M = 94.74, SD = 9.48) per annum in the attitude of postgraduate students towards the teaching profession, where t (205) = 0.08, p >
Summary
Allport (1935) defined attitude as a mental and neural state of readiness, organised through experience, exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related. Baysal (1981) defines the attitude as a cognitive, affective and behavioural response which is organised on the basis of experience and knowledge, to the individual or any object or event around his/her environment. Baysal (1981) defines the attitude as a cognitive, affective and behavioural response which is organised on the basis of experience and knowledge, to the individual or any object or event around his/her environment. Allport (1935) defined attitude as a mental and neural state of readiness, organised through experience, exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related. With regard to these definitions, attitude can be defined as a response which can be positive or. Effective and productive learning for students can be achieved only by teachers with desirable attitudes
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