Assessment of preservice business teachers’ teaching passion and perseverance: A preliminary teaching requirement

Abstract

The current study assessed preservice business teachers’ passion and perseverance to teach through the descriptive cross-sectional survey design. Out of a population of 577 preservice business teachers (Management = 172, Accounting = 45), a valid sample of 217 participated in the study. The Preservice Teaching Passion and Perseverance Questionnaire was used to gather data on the study’s variables. This instrument was validated through the exploratory factor analysis, and the reliability was ascertained through the McDonald's omega due to its multidimensional nature. Both descriptive (mean, standard deviation) and inferential (independent samples t-test, one-way ANOVA and Factorial MANOVA) statistics were used to analyse the data. The study found that the preservice business teachers exhibited high levels of passion and perseverance for teaching. Their passion to teach was sensitive to their level of study. However, their passion to teach declined at a higher level of study (Level 400); this is seen in the harmonious passion factor. Also, it was found that their demographic characteristics did not significantly influence their perseverance to teach. However, the interaction between their prior teaching experience and Level of study influenced their perseverance to teach. Therefore, to avert the possibility of admitting teacher candidates who are not passionate to teach, the Directorate of Academic Affairs of universities should include the submission of motivation letters as part of the admission requirements for education programmes.