THE INFLUENCE OF EMIGRATION POTENTIAL (JAPA SYNDROME) ON THE TEACHING MOTIVATION AND TEACHING EFFICACY OF PRE-SERVICE SCIENCE TEACHERS

Kareem Adeyinka Oluwaseun, Oniyide Zainab Opeyemi, Bello Malik Pelumi

Abstract


This study explored the influence of emigration potential on the teaching motivation and efficacy of pre-service science education teachers at Obafemi Awolowo University, Ile-Ife, Osun State. It assessed the prevalence of emigration potential among these pre-service teachers, evaluated their levels of teaching motivation and efficacy, and examined how emigration potential impacts these aspects. The research adopted a descriptive survey design, sampling 100 pre-service teachers from the Science and Technology Education department. Data were collected using a structured questionnaire. Analysis of the data revealed a high prevalence of emigration potential, as shown by 40% of the respondents. Despite this, the majority exhibited high levels of teaching motivation (51%) and low teaching efficacy (42%). Chi-square analysis confirmed significant associations between emigration potential and both teaching motivation and efficacy as MANOVA reveals that Pre-service teachers programmes and Emigration potential jointly affects teaching efficacy and motivation (P <0.05). The study concluded that while pre-service teachers are confident in their teaching abilities, their motivation and efficacy are affected by worries about their future prospects. Addressing these concerns through improved teacher welfare, supportive educational environments, and clear career development pathways is essential for fostering commitment to the teaching profession amidst aspirations for emigration.


Keywords


Emigration Potential (JAPA), Teaching Motivation, Teaching Efficacy, Pre-service Science Teachers.

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