earticle

영어

There has been a consensus that obtaining a quality education is the foundation to creating sustainable development. International community has witnessed seismic results concerning increasing access and relevance to education in the last two decades. The achievement in educational development cooperation is well epitomised by growing number of primary schools and rising enrolment rate of students. Nonetheless, the lack of qualified teachers and staff instability remains a challenge to quality of education. The study assumes that educators satisfied with their jobs are more likely to bring positive changes in the every-day life of schools and classrooms thereby they can become catalysts for the progress in education. The main thrust of its argument is to uncover the relationship between the experience of teacher education programmes and teachers’ attitudes towards the teaching professions in a developing country context. The paper is the result of empirical study that surveyed Rwandan teachers(n=120) who accounted for their career preference, job satisfaction and motivation to choose teaching as a career. The study aims to infer the significance of student teachers’ experience in teacher training institutions as it plays a large role in the job satisfaction of teachers. It was found that capturing tacit motivation and candid beliefs of student-teachers formed during teacher preparation programmes is critical as it is interwoven with job satisfaction of teachers. The underlying factors perceived by teachers which led them to choose teaching as a career include following notable reasons such as ‘shape future of children’, ‘work with children’, ‘make social contribution’, ‘intrinsic career value’ and ‘prior teaching experience'.

한국어

본 연구는 르완다 교사들이 교사양성기관 진입 초기 시점과 졸업 시점 간 직업선호에 따 라 교사들이 지각하는 직무만족도에 어떠한 차이가 있는지에 대해 분석하고 교직선택에 영향 을 미치는 동기요인을 분석함으로써 교사들의 효능감과 동기부여를 강화하기 위한 정책 개입 필요성에 대해 고찰하였다. 이를 위해 르완다 현직 교사들(n=120)을 대상으로 질문지법을 활 용한 사회조사를 실시하였다(2017). 직무만족도에 대한 집단다중비교분석 결과 교사양성기관 을 졸업한 시기의 교직을 선호한 집단의 평균직무만족도가 그렇지 않은 그룹의 평균직무만족 도보다 통계적으로 유의미하게 높은 것으로 확인되었다. 따라서 본 논문은 예비교사들이 교 직을 적극적으로 선호하도록 유도하는 정책적 관심과 노력이 향후 교직에 입문하는 교사들의 저조한 직무만족도를 개선할 수 있는 바, 예비교사들이 교사양성기관에서 육성되는 시점부터 예비교사들을 지원하는 정책적 노력들이 경주되어야 함을 시사한다.