Becoming a Teacher in Addis Ababa: The Roles of Gender, Academic Achievement, and Family Profession

Abstract

Abstract: This study examined the potential teacher’s opinion towards becoming a teacher. It also checked if there exists a statistically significant relationship between choice to become a teacher and gender, or performance, or family profession. It was mixed quantitative-qualitative in its approach. Grade 12 students in Addis Ababa were the data sources and 394 students participated in the study. Data were collected using feedback surveys and analyzed using frequency counts, percentages, and a two-way chi-square test for independence. The findings revealed that a significant majority of students (92.6%) would choose not to become teachers. However, 42.4% of them would join the field if they were assigned. Among those who would choose the field, any association between choice and gender, or performance (except choice and performance with no other option), or family profession failed to reach statistical significance. The majority’s reason to join the field is extrinsic and not to do so is intrinsic. ‘Assigning students’ to study teaching rather than through ‘having the interest’ or ‘having no other option’ routes is a preferred way to attract a better pool of candidates to the profession.