Original Research

Motivation to become a Foundation Phase teacher in South Africa

Yusuf Sayed, Zahraa McDonald
South African Journal of Childhood Education | Vol 7, No 1 | a548 | DOI: https://doi.org/10.4102/sajce.v7i1.548 | © 2017 Yusuf Sayed, Zahraa McDonald | This work is licensed under CC Attribution 4.0
Submitted: 30 May 2017 | Published: 08 December 2017

About the author(s)

Yusuf Sayed, Centre for International Education School of Education and Social Work, University of Sussex, United Kingdom and Centre for International Teacher Education (CITE), Cape Peninsula University of Technology, South Africa
Zahraa McDonald, Centre for International Teacher Education (CITE), Cape Peninsula University of Technology, South Africa


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Abstract

Motivation to enter initial teacher education is a key concern in research globally and in South Africa specifically. Supply of teachers for the Foundation Phase is identified as a critical need in South Africa and understanding why individuals enter these programmes is crucial. In this context, this article explores what motivates student teachers to enter the Bachelor of Education in the Foundation Phase. Drawing on quantitative and qualitative data from a survey administered to first-year student teachers at three public higher education institutions in South Africa, this article examines the reasons why student teachers enrol in Foundation Phase Bachelor of Education initial teacher education programmes, highlighting the extrinsic and intrinsic reasons for doing so. The article concludes by drawing out the implications of the research into motivation to enter Foundation Phase teaching and how it relates to understanding and managing Foundation Phase teacher supply in South Africa.

Keywords

teacher motivation, teacher education, teacher supply and demand, South Africa

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