Threat of perceived stereotype on behaviour related to choice of and practices in teaching as a career among teacher trainees

Abstract

The extent to which teachers perceive the existence of pressure emanating from negative stereotype of teaching as a career by the society tends to reduce the amount of affective and cognitive investments on teaching and learning by teachers and teacher trainees. Given this problem, the purpose of this study was to determine the level to which stereotype threat as perceived by University of Botswana (UB) teacher trainees influences their learning- and teaching-related behaviour. To test the nine research hypotheses posited to guide the study, data for the inferential survey study was collected using a validated 48-item questionnaire from a sample of 452 UB teacher trainees. Data analyses were done using t-test of single mean, chisquare (72) test and one way analysis of variance (ANOVA). The findings showed that the level to which UB teacher trainees perceived teaching as a stereotyped career significantly influences the amount of affective investment they are making on their training programme and hope to make on their teaching. These findings were discussed and recommendations that emanated from findings were made.