An Inquiry into what motivates student teachers in colleges of Education in Zambia to choose mathematics as their teaching subject: the case of basic and high school student teachers

Abstract

This study investigated factors inspiring and motivating student teachers' choice of mathematics as their teaching subject. The research design used was cross sectional survey of mathematics student teachers in colleges of Education in Zambia. The target population was all student teachers training to teach mathematics at upper basic and high school levels in all Zambian Colleges of Education. The data for the study was provided by 83 male and 37 female mathematics student teachers (N = 120) from four purposively sampled Colleges of Education. The instruments used to collect data were questionnaires. Data were coded and analysed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics including frequency accounts and means were used to report the results. Tables were used to summarize and condense the data. The findings of the study revealed that the most important factors inspiring and motivating student teachers to choose mathematics as their teaching subject were: (a) the former high school mathematics teacher, (b ) expectation of success, interest and enjoyment value, utility value, attainment value and cost value, and (c) family support .The report concludes with recommendations for classroom practice of mathematics teachers, mathematics heads of departments, guidance and counselling teachers, lecturers and policy makers. Also the study suggests further research on factors inspiring and motivating student teachers' choice of mathematics as their teaching subject.