Index

Abstract

This study examines students’ attitudes towards the teaching profession and the impact of a set of variables, namely: gender, educational level, and the academic average in general, on secondary education. The study sample included 87 students who were chosen randomly. The researcher developed a questionnaire distributed into three domains: self-satisfaction, social status of the teaching profession, and reasons for selecting the teaching profession. The study found that there was a positive attitude toward the teaching profession, with gender being a significant variable, favorable to males. Additionally, the educational level variable favored students in their third and fourth years, while the academic average in general secondary education favored those with a moderate or lower academic average. Based on the findings, it was recommended to enhance student training, retraining, and motivation in education. Tracer investigations should also be carried out to ensure that students are well-motivated and trained. It is believed that this will increase their commitment and learning outcomes.

Keywords: Academic average, Education, Educational sciences, Student attitudes, Students, Teaching profession.

Received: 30 January 2023 / Revised: 5 April 2023/ Accepted: 8 May 2023/ Published: 26 May 2023

Contribution/ Originality

This study’s original contribution is identifying the impact of three variables namely gender, educational level, and the academic average in general, on students’ attitudes towards the teaching profession, which has not been previously explored in literature. It also provides a practical recommendation to enhance student training and motivation in education.

1. INTRODUCTION

One of the core pillars on which the educational policy is built is the preparation of the teacher, which is represented in preparing the learner for social life, in which he lives in accordance with the philosophy adopted by the society. The educational process has dimensions and pillars, and the learner is at the forefront of these dimensions and pillars; hence, preparing the teacher is very important. No one is allowed to practice the profession of education unless one is academically prepared for it, as it requires to specialize in scientific material and have full knowledge of the teaching methods and techniques (Zechariah, 2020).

Furthermore, the attitudes play an important role in guidance of the social individual behavior patterns. Variety of situations in social life guide their feelings and attitudes toward this profession influence and their ability to achieve the objectives of the educational process. The attitudes cannot be amended or changed using indoctrination. However,  some of them can be eliminated and substituted with new trends, that are commensurate with the developments in the global educational system (Marbou, 2022).

Teachers' attitudes and the teaching profession are equally crucial. It is because the learners' feelings and attitudes toward study materials and school activities, as well as their attitudes toward their colleagues, teachers, and themselves, affect their abilities to achieve the intended educational goals. Moreover, the teacher who encourages the development of appropriate psychological attitudes among the learners is more useful than learning based purely on knowledge acquisition. The teacher alObede, Y., & Ashour, A.-A. (2020). The attitudes of the students of professors' high school towards the teaching profession and its relationship to their achievement motivation. Scientific Journal of Educational Sciences and Mental Health, 2(5), 49-71.

so carries his attitudes, tendencies, and experiences with his students (Yamina, 2021).

As a result, studying the attitudes towards the teaching profession is of paramount importance in all fields, particularly, the educational field which is considered as one of the most important outcomes of socialization since it can prompt the learner to act in a particular manner. It is further considered as one of the acquired motives that add meaning and significance to the learner’s life, in such a manner that his or her behavior outperforms their attitudes. It also changes the attitudes and experiences by the learner and contributes to the social adaptation in terms of the learner’s acceptance of the group’s attitudes and participation (Ahmed, 2020).

In this regard, Abede and Ashour (2020) reported that attitudes may increase the learners’ willingness, their memory, and ability to apply what they have learned. The attitudes lead to a motivational action that stimulates the behavior. As a result, educational institutions prepare teachers critically by providing them with positive ideas to reflect on their students. Since the education profession is one of the greatest and most influential ones in the lives of individuals and communities, those in charge of the educational system should put a strong emphasis on it. The teachers’ attitudes and their willingness rely heavily on the interest of the educational system towards the educational and teaching process. Moreover, the teacher’s quality is considered as an improving key to the students’ performance and the factors associated with the pupils’ lives in terms of the learning environment, courses, and teaching aids. Although the importance of such factors and their benefits are limited when there is no qualified teacher, the teacher’s situation before and during enrollment in the profession should be reconsidered fundamentally (Al-Ruwaishid, 2019). Online learning applications should be employed, as they are considered one of the most important requirements of effective learning due to their role in renewal, change, and getting out of the repetitive routines that are overshadowing teaching performance in the study places. Therefore, the effectiveness and flexibility in activating online learning tools should be provided to incentivize and support faculty, teaching, and students (Al-Fahd, 2023).

Based on the previous reports contained in the enormous scientific and education corpus, it is evident that attitudes are at the leading edge of the educational process. This necessitates the teacher to study the students' attitudes as her goal of teaching. The teacher should aim at understanding the teaching profession, predicting its positive or negative prospects, and working on the formation of teachers with positive attitudes to reach their profession.

According to the above view, it is crucial to focus on the teaching profession and work to develop teachers who have a positive attitude toward their work. Moreover, educational institutions like Al-Hussein Bin Talal University work beyond mere development of the mind and knowledge of students. Their main aim is to develop the ethical, psychological, and human aspects of students and build attitudes that connect them to the system of their social existence. This goal is achieved by modernizing and developing what students need in the teaching profession, and keeping their desires as priorities of educational renewal and development plans.

1.1. Literature Review       

Obede and Ashour (2020) reported a study entitled "The attitudes of the students of professors' high school towards the teaching profession and its relationship to their achievement motivation among them". This study aimed to investigate the attitudes of the students of professors' high school towards the teaching profession and its relationship to their achievement motivation among them in Algeria. The sample consisted of 200 male and female students. To attain the purposes of the study, two measures were adopted: the first one was the teacher students’ attitudes towards the education profession, including 24 paragraphs, while the second one measured the achievement drive, including 28 items. The results showed a weak but positive correlation between the education profession and the achievement drive. There were no differences in attitudes toward education and professions that can be attributed to gender. The study found statistically significant differences in favor of the literary majors.

1.2. Problem Statement 

Since teaching is one of the most significant and important professions in improving and building societies, many developed countries have focused more on enhancing the effectiveness of the teacher, by increasing the educational level that teachers receive and creating the ideal educational circumstances for their preparation and training. There have been numerous demands worldwide to train, prepare and develop the teacher. This is necessary because the teacher is the cornerstone of the success of educational process and a key component at all stages. The teacher should have a strong desire to acquire new knowledge and to be in constant contact with academic achievement and its sources. The teaching profession is one of those where the teacher contributes to build the psychological, scientific, and social personalities of his students. If he has the right attitude toward his profession, he will also effectively achieve good educational results and be creative in his profession.

The objective of this study was to explore the attitudes of students enrolled in the Faculty of Educational Sciences at Al-Hussein Bin Talal University in Jordan toward the teaching profession. Specifically, the study aimed to investigate the potential impact of gender, educational level, and academic average in general secondary education on students' attitudes. To achieve this objective, the study addressed the following two research questions:

1. What are the attitudes of students in the Faculty of Educational Sciences at Al-Hussein Bin Talal University in Jordan toward the teaching profession?
2. Is there a statistically significant difference, at a significance level of α = 0.05, in the attitudes of students in the Faculty of Educational Sciences at Al-Hussein Bin Talal University in Jordan toward the teaching profession, based on gender, educational level, and academic average in general secondary education?

1.3. Significance of the Study

The importance of this study is to reconsider the requirements of student admission to faculties of educational sciences, improve their level, and adopt the factor of motivation and attitudes towards the teaching profession as a test for these students' admission. The results that will be revealed by this study about students’ and teachers' attitudes toward the teaching profession will help in building strategies for creating the right environment to promote the teacher as the key player in the advancement of the teaching-learning process, and also pave the way to suggest solutions that can affect the attitudes in a positive direction by revising study plans in Educational Sciences Faculties, and developing them by contributing to reduce students' negative attitudes.

1.4. Purpose of the Study

The primary objective of this study was to explore the attitudes of student teachers at the College of Educational Sciences toward their future profession and reveal the most important personal variables (gender, educational level, and academic average in general secondary education) that would determine their attitudes toward the teaching profession.

1.5. Limitations of the Study

This study was limited to examine only the attitudes of students of Al-Hussein Bin Talal University's Faculty of Educational Sciences in Jordan towards the teaching profession. Hence, data collection for this study was limited to Al-Hussein Bin Talal University. Though the study included both male and female students at Al-Hussein Bin Talal University, this research was carried out only during the first semester of the academic year 2022/2023, a time limitation.

2. METHOD

2.1. Study Approach

The descriptive analytical method was used in this study because of its suitability for study purposes and ability to reach meaningful generalizations. To accomplish the study's objectives, the researcher used a questionnaire by selecting a 87 male and female students randomly and then analyzing the findings of the study.

2.2. Study Population

The population of the study comprised undergraduate students from the Faculty of Educational Sciences at Al-Hussein Bin Talal University in all four academic years (2018, 2019, 2020, and 2021), with a total of 581 students. The distribution of the population was according to academic year and gender as shown in Table 1.

Table 1 Distribution of the population of the study by gender and academic year.
Year
Male
Female
Total
2018
20
100
120
2019
15
92
107
2020
18
136
154
2021
30
170
200
Total
83
498
581

2.3. Study Sample

A random sample of (87) male and female undergraduate students from Al-Hussein Bin Talal University's College of Educational Sciences, representing 15% of the study population, made up the study sample.

Table 2 shows the distribution of the study sample by gender, educational level, and academic average in general secondary education.

Table 2. Distribution of the sample according to the study variables (N=87).
No.
Variable Variables categories
No.
Percentage %
1
Gender Male
35
40.2
Female
52
59.8
 
2
  Educational level First year
37
42.5
Second year
14
16.1
Third year
27
31.0
Fourth year
9
10.3
 
3
  Academic average in general secondary education Excellent
10
11.5
Very good
30
34.5
Good
46
52.9
Moderate or less
1
1.1

The sample was distributed based on the study variables (gender, educational level, academic average in general secondary education). The study sample included (87) students, accounting for 15% of the study population, and the percentage of each study variable was calculated. The sample was distributed based on the study variables (gender, educational level, academic average in general secondary education) and the percentage of each study variable was also calculated for entire students.

2.4. Study Instrument

After reviewing previous studies which were related to the attitudes, the researcher created a study tool (a questionnaire) to explore the attitudes of the students of the College of Educational Sciences at Al-Hussein Bin Talal University towards teaching profession. The questionnaire contained (40) attitude items classified into three domains: self-satisfaction, social status of the teaching profession, and reasons for selecting the teaching profession.

2.4.1. Validity of the Instrument

To ensure the validity of the instrument, a group of ten jurists, who were specialists and experienced academics from Al-Balqa' Applied University and Al-Hussein Bin Talal University, were given the questionnaire to evaluate the validity of the tool. The researcher took note of the jurists' observations, so there were some items added, some were deleted, and some were updated.

2.4.2. Reliability of the Instrument

To test the reliability of the instrument, it was distributed and applied on an experimental sample of (20) male and female students from the research population, who were not part of the research sample.  The same sample was subjected to the study tool once more after two weeks. The sample responses' correlation coefficient was computed in both applications by using the Pearson correlation. This was done to ensure the internal consistency of the questionnaire items. The reliability coefficient was computed according to the equation (Alpha Cronbach), and, and its result was (94.7). This value is regarded as high and reliable for the objectives of this study, as shown in Table 3.

Table 3. The reliability coefficient (Cronbach's alpha) for the study domains.
No.
Domain
Items no.
Correlation coefficient
Cronbach's alpha
1
Self-satisfaction
14
0.848
86.5
2
Teaching profession's social status
11
0.893
87.1
3
Reasons for selecting the teaching profession
15
0.856
87.6
Grand total
40
 
94.7

2.5. Study Variables

2.6. Statistical Treatment 

The data collected for this study was analyzed using the Statistical Package for Social Sciences (SPSS) software to achieve the study's objectives. The software provided the following results:

1.   Characteristics of the study sample, frequencies and percentages.
2.   Analysis of the sample's responses to each item using arithmetic averages and standard deviations.
3.   The internal consistency of the questionnaire using the Pearson Correlation Coefficient.
4.   Assessment of the questionnaire's reliability, and Cronbach's Alpha coefficient.
5.   The Independent-Samples T test to determine the significance of differences between two independent groups.

The Kruskal-Wallis test was also employed to evaluate the significance of differences between more than two groups that did not follow a normal distribution.

3. RESULTS AND DISCUSSION

The following is an overview of the study findings and their discussion by answering the following study questions:

3.1. First Question: "What are the Attitudes of the Students of the Faculty of Educational Sciences at Al-Hussein Bin Talal University in Jordan towards the Teaching Profession?"

In order to answer this question, the arithmetic averages and standard deviations of sample responses about the attitudes of the students towards the teaching profession were calculated, as shown in Table 4:

Table 4. Arithmetic averages and standard deviations of sample responses concerning the attitudes of students toward the teaching profession (N=87).
Domain
Arithmetic average
Standard deviation
Acceptance degree
Ranking
Self-satisfaction
4.09
0.619
 High
1
Teaching profession's social status
3.63
0.661
 High
2
Justifications for deciding to work as a teacher
3.50
0.758
 High
3
Total
(Attitudes as a whole)
3.75
0.582
 High

Table 4 demonstrates that all domains of student attitudes toward the teaching profession received significant levels of acceptance, with the field of self-satisfaction receiving the highest arithmetic average (4.09), followed by an arithmetic average of (3.63) for reasons for selecting the teaching profession, and then the field of the social status of the teaching profession by an arithmetic average of (3.50). The table also reveals that the total domains received an arithmetic average of (3.75) and a significant level of acceptance.

The result demonstrates that the college students had generally positive attitudes regarding the teaching profession. This is attributable to increasing teacher wages, offering incentives and prizes for exceptional teachers, preparing students with cutting-edge and varied programs, and enrolling teachers in training programs.

The following is an overview of the attitudes of students towards the teaching profession, at which the arithmetic averages and standard deviations of the sample responses were calculated about the items, and the findings were as follows:

3.1.1. The First Domain: Self-Satisfaction

Table 5 demonstrates that the arithmetic average of the sample's acceptance degrees for the items related to student’s attitudes towards the teaching profession in the self-satisfaction domain ranged between 3.47 and 4.51. Items (10, 11, 6, 1, and 8) had very high acceptance rates, with item No. 10 receiving the highest arithmetic average (4.51). This finding supports the idea that a person's job satisfaction can positively impact their overall well-being and productivity, which is in line with previous research by Yamina (2021) and Ramadanieh (2018). While the other items received high approval ratings, item No. 14 received the lowest arithmetic average (3.47), which suggests that the insufficient amount of time students spend receiving practical training before joining the teaching profession negatively affects their self-satisfaction. Table 5 also reveals that the total of the items received an arithmetic average of (4.09) and a high degree of acceptance.

Table 5. Arithmetic averages and standard deviations of sample members' responses in the domain of self-satisfaction (N=87).
No.
Field
Arithmetic average
Standard deviation
Acceptance degree
Ranking
10
I am not from those who disrespect the teaching profession.
4.51
0.942
 Very high
1
11
The teaching profession is preparing future leaders.
4.49
0.811
 Very high
2
6
Education is a profession that is selected only by the poor.
4.45
0.803
 Very high
3
1
I believe that the teaching profession provides me with achievement opportunities.
4.41
0.771
 Very high
4
8 Teaching is a sacred profession.
4.37
0.908
 Very high
5
3 The teaching profession affords me opportunities for innovation and creativity.
4.13
1.021
 High
6
9 The teaching profession develops affection between people.
4.07
0.774
 High
7
5 I believe that my ambition is achieved through the teaching profession.
4.06
1.274
 High
8
2 Teaching provides me with psychological stability.
3.99
1.040
 High
9
4 My interests are in line with the teaching profession.
3.98
1.089
 High
10
12 My abilities and preparations are incompatible with the teaching profession.
3.90
1.074
 High
11
7 Fear of failure if I decide to become a teacher.
3.82
1.146
 High
12
13 When I think about becoming a teacher, I get nervous and upset.
3.58
1.288
 High
13
14 The need for practical training before joining the teaching profession.
3.47
1.388
 High
14
  Overall Average
4.09
0.619
 High
 

Table 6. Arithmetic averages and standard deviations of sample members' responses in the field of the teaching profession's social status (N=87).
No.
Field
Arithmetic average
Standard deviation
Acceptance degree
Ranking
21
 The teaching profession allows the teacher to develop social relationships with society.
4.34
0.780
 Very high
1
15
The teaching profession is functionally safe
4.28
1.019
 Very high
2
19
Community members trust in the guidance, advice, and recommendations made by teachers for them.
4.11
0.933
 High
3
20
The preference of community members for the teacher to speak on their behalf at social events
3.99
1.111
 High
4
23
Locals ask for the help of teachers to guide them with their problems
3.94
1.095
 High
5
16
Those who work in positions outside of education appreciate the teaching profession.
3.91
1.134
 High
6
22
The majority of people in society guide their kids to be teachers.
3.81
1.153
 High
7
25
Teachers are less satisfied than those in other occupations.
3.01
1.467
 Medium
8
24
The perception in society that teaching is the most suitable career for a girl has been influenced positively.
2.43
1.335
 Low
9
17
Society does not value the profession of teaching sufficiently.
2.42
1.199
 Low
10
18
Society members have a more positive view of other professions like medicine and engineering than they do of the profession of teaching.
2.28
1.403
 Low
11
 
 Overall Average
3.50
0.758
 High
 

3.1.2. The Second Domain: Teaching Profession's Social Status

Table 6 presents the arithmetic averages of the sample's responses to the items related to the attitudes of students towards the social status of the teaching profession. The results show that the degrees of acceptance ranged from 2.28 to 4.34, with two items (21, 15) receiving very high levels of acceptance. Item No. (21) had the highest arithmetic average (4.34), which could be attributed to the positive relationships between school principals, teachers, and parents based on appreciation, respect, and friendliness. This finding is consistent with the results of Al-Thubaiti and Al-Otaibi (2017). On the other hand, the rest of the items received low levels of acceptance, with item No. (18) receiving the lowest arithmetic average (2.28). Item No. (25) received a medium level of approval. Overall, the arithmetic average rating of all the items was (3.50), indicating a high level of acceptance.

3.1.3. Third Domain: Reasons for Selecting the Teaching Profession

Table 7 shows that the values of the arithmetic averages of acceptance of the study sample for the items related to student attitudes ranged from 2.44 to 4.16, where most of the items received significant degrees of acceptance. The item with the highest value was Item No. (29), which had the highest arithmetic average (4.16). Therefore, if this profession is to advance students with exceptional academic records and outstanding grades, it must be selected for it by applying the principles of professional guidance.

Table 7. The arithmetic averages and standard deviations of sample members' responses in the domain of reasons for selecting the teaching profession (N=87).
No.
Field
Arithmetic average
Standard deviation
Acceptance degree
Ranking
29
Ease of accepting students in the college of educational sciences.
4.16
0.926
 High
1
34
The opportunity for the teacher to transfer from one school to another or from one governorate to another
4.01
0.790
 High
2
38
Admiration for the teacher character who taught me during my school years.
3.99
1.073
 High
3
28
Getting a job after graduation from university.
3.98
1.236
 High
4
31
Encouragement from a relative to choose the teaching profession.
3.95
1.066
 High
5
30
Teaching profession employees get a quick promotion compared to other occupations.
3.87
1.043
 High
6
33
Parents' encouragement and support to enroll in the college of educational sciences.
3.85
0.833
 High
7
39
Feeling that the title of teacher is the highest one can achieve
3.79
1.047
 High
8
32
The study plan's subjects are varied and simple.
3.75
0.905
 High
9
37
The college of educational sciences allows its graduates to practice leadership.
3.75
0.885
 High
10
40
Obtaining generous salaries.
3.54
1.149
 High
11
36
My decision to enroll in the faculty of educational sciences is an indicator of my low average in general secondary education.
3.33
1.344
 Medium
12
26
 Teachers take long vacations.
3.02
1.248
 Medium
13
35
Poor financial resources contributed to my decision to choose the teaching profession.
2.95
1.372
 Medium
14
27
Teachers' obtaining advantages and rewards (Health insurance, loans, apartments).
2.44
1.353
 Low
15
 
 Overall average
3.63
0.661
 High
 

This result is like the study reported by Al-Majidil and Al-Shree (2012)whereas, item (27) showed the lowest arithmetic average and its value was (2.44) with a low degree of approval. This is due to the fact that they have not been covered by private health insurance or by providing them housing apartments for low rent nor by giving them sufficient loans.  Table 7 also reveals that the total of the paragraphs received an arithmetic average of (3.63) and a high level of acceptance. Results related to the second question; which states: "Is there a statistically significant difference at the significance level (0.05) in the attitudes of the students of Al-Hussein Bin Talal University's Faculty of Educational Sciences in Jordan towards the teaching profession according to the variables: (gender, educational level and academic average in general secondary education)?"

3.2. The First Variable: Gender

The "T" test of independent samples was used to identify the significant differences in the attitudes of the students towards the teaching profession according to the gender variable. Table 8 depicts the results obtained:

Table 8. The results of the “T” test for independent samples to find out the significance of the differences in the attitudes of the students according to the variable of gender (N=87).
Domain Gender
No.
Arithmetic average
Standard deviation
T-value
Degrees of freedom
Significance level
Self-Satisfaction Male
35
4.45
0.509
5.173
85
0.000
Female
52
3.84
0.564
Teaching profession's social status Male
35
4.07
0.712
7.378
85
0.000
Female
52
3.11
0.503
Reasons for selecting the teaching profession Male
35
4.07
0.495
6.171
85
0.000
Female
52
3.33
0.588
Total (Attitudes as a whole) Male
35
4.20
0.480
7.718
85
0.000
Female
52
3.45
0.427

Table 8 shows that the significant levels values were less than (0.05) in all domains, according to gender in favor of males, indicating that male students had more favorable attitudes toward the teaching profession than female students. This result is due to the high unemployment rates among females in the field of education careers compared with male students because of the large turnout by female students on these education careers, while most of the male students choose the specializations of medicine, engineering, accounting, and management.

3.3. The Second Variable: The Educational Level

The Kruskal and Wallis (1952) test was used to identify the significance of the differences in the attitudes of the students towards the teaching profession according to the educational level variable. The results obtained as the following:

Table 9. Results of the Kruskal-wells test to determine the significance of the differences in the attitudes of the students according to the variable of educational level (N=87).
Domain Education level
No.
Ranks average
Kruskal-wells
Degrees of freedom
Significance level
Self-Satisfaction First-year
37
36.50
15.361
3
0.002
Second year
14
32.43
Third year
27
58.28
Fourth-year
9
50.00
Teaching profession's social status First-year
37
33.97
19.434
3
0.000
Second year
14
34.18
Third year
27
59.15
Fourth-year
9
55.06
Reasons for selecting the teaching profession First-year
37
34.16
21.858
3
0.000
Second year
14
33.29
Third year
27
54.69
Fourth-year
9
69.06
Total
(Attitudes as a whole) 		First-year
37
34.15
21.066
3
0.000
Second year
14
32.11
Third year
27
58.20
Fourth-year
9
60.39

Table 9 shows that the significance levels values were less than (0.05) in all fields according to the variable of educational level in favor of the third and fourth-year students indicating that their attitudes toward the teaching profession were more positive than those of the first and second-year students. This is because third and fourth-year students are best prepared to recognize patterns and approach the teaching profession with objectivity and impartiality.

Table 10. The Kruskal wells test results were used to identify the significance of differences in attitudes of the students according to the variable of academic average in general secondary education (N=87).
Domain High school average
No.
Ranks average
Kruskal-wells
Degrees of freedom
Significance level
Self-Satisfaction Excellent
10
30.20
13.543
3
0.004
Very good
30
32.37
Good
46
51.48
Moderate or less
1
87.00
Teaching profession's social status Excellent
10
35.90
10.235
3
0.017
Very good
30
34.45
Good
46
50.18
Moderate or less
1
87.00
Reasons for selecting the teaching profession Excellent
10
33.00
14.442
3
0.002
Very good
30
32.60
Good
46
52.02
Moderate or less
1
87.00
Total (Attitudes as a whole) Excellent
10
30.05
14.909
3
0.002
Very good
30
31.65
Good
46
51.98
Moderate or less
1
87.00

3.4. The Third Variable: The Academic Average in General Secondary Education

Table 10 shows that all significance levels values were less than 0.05 in all domains due to the variable of academic average in general secondary education in favor of those students who received an academic average of moderate or less, and this indicates that the attitudes of those students were the most positive ones. As a result, selecting individuals with excellent academic achievement and distinguished degrees is required to advance this profession.

4. CONCLUSION AND RECOMMENDATIONS

Based on the results of the study, the following suggestions can be given:

  1. The teachers should be given the appreciation and interest that developed countries have in providing their teachers with priorities in each field, as well as free facilities in the remedy and others.
  2. The teachers should be encouraged to form unions and maintain their rights to promote the values required for the teaching profession.
  3. The burdens on teachers should be reduced and the academic system in the schools should get closer to the adopted system in the universities, in terms of majors entrusted to the teachers, school day, examination system, and lessons.
  4. Specialized courses should be held by the Ministry of Education, Psychology concerned with improving motivation and attitudes towards the education profession.

Funding: This study received no specific financial support.  

Competing Interests: The author declares that there are no conflicts of interests regarding the publication of this paper.

REFERENCES

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Al-Majidil, A., & Al-Shree, S. (2012). Attitudes of students of faculties of education towards the teaching profession, a comparative field study between the faculty of education. Damascus University Journal, 28(4), 17-57.

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