TEACHERS’ ATTITUDE TOWARDS TEACHING PROFESSION IN SECONDARY SCHOOLS OF TAHTAY KORARO, TIGRAI REGIONAL STATE

Abstract

This study aims to assess teachers' attitudes toward the teaching profession in secondary schools within Tahtay Koraro Wereda. Using a descriptive research design, a mixed-methods approach was employed, integrating both quantitative and qualitative data collection techniques. Primary data were obtained through questionnaires and interviews, while secondary data were gathered from meeting minutes, teacher network discussions, and annual plans and reports. The research utilized a structured questionnaire for teachers and semi-structured interview questions for principals and vice principals. Tahtay Koraro Wereda was purposefully selected from the seven weredas in the northwestern zone of the Tigrai regional state. Within this wereda, three secondary schools—Beles, Maydmu, and Semema—were deliberately chosen for the study. These schools comprised 115 teachers and 7 principals and vice principals, forming a total population of 122 individuals. The sample size was determined using Yamane’s formula (1967), resulting in the selection of 89 teachers through simple random sampling via the lottery method. Additionally, all 7 principals and vice principals were included using a comprehensive sampling approach. The collected data were analyzed using SPSS (Statistical Package for the Social Sciences) Version 20. Quantitative analysis was conducted through frequency counts, percentages, means, standard deviations, and grand means, while qualitative data from interviews and document reviews were presented narratively to complement the statistical findings. The results indicated that teachers’ attitudes toward the profession were negatively affected by motivational factors, leading to diminished professional identity and low morale. Further challenges, including issues related to parents, students, and school leadership, exacerbated these negative perceptions. However, the study found no significant differences in attitudes toward the profession based on gender. In conclusion, the findings suggest that teachers in Tahtay Koraro Wereda generally hold unfavorable attitudes toward the teaching profession. Addressing this issue requires a collaborative effort from stakeholders to improve teachers' perceptions and enhance their motivation.