Assessment of Prospective Teachers' Attitude Toward TeachingProfession in Funtua, Katsina State, ‎Nigeria

  • Authors

    • Aminu Mustapha Abdullahi Aminchi College of Advanced Study, Funtua, Affiliated to the Institute of Education, Amadu Balewa University ‎, Bauchi, Nigeria
    • Abdullahi Lawal Muslim Community college of Health sciences and technology, Funtua (MCCHST)
    https://doi.org/10.14419/enbtxj41

    Received date: September 13, 2025

    Accepted date: October 27, 2025

    Published date: November 4, 2025

  • Prospective teachers, Attitude; Teaching Profession; Funtua; Katsina State; Teacher Education; ‎Professional Recognition

  • Abstract

    Student teachers’ attitudes toward the teaching profession significantly affect their future ‎commitment, effectiveness, and retention. This study examined the perceptions of prospective ‎teachers from six institutions in Funtua, Katsina State, using a descriptive survey and a 15-item ‎Attitude Toward Teaching Profession (ATTP) scale. Data were analyzed through descriptive ‎statistics, t-tests, ANOVA, and multiple regression.‎

    Findings showed that while many student teachers value the societal role of teaching, negative ‎attitudes persist, caused by poor remuneration, heavy workload, and low professional recognition. ‎This highlights a disconnect between their intrinsic motivation and the external realities of the ‎profession, weakening long-term commitment. Regression analysis identified remuneration ‎perception, social status, and teaching practice experience as key predictors of negative attitudes. ‎Minor institutional differences reflected variations in support and supervision. The study underscores ‎the need for policies that improve teacher welfare, elevate professional status, and enhance teacher ‎education, offering vital insights to improve motivation, retention, and educational quality‎.

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    Mustapha, A., & Lawal , A. . (2025). Assessment of Prospective Teachers’ Attitude Toward TeachingProfession in Funtua, Katsina State, ‎Nigeria. SPC Journal of Education, 6(2), 14-23. https://doi.org/10.14419/enbtxj41