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• W2777345892 abstract "IntroductionThere have been studies done in recent years on why people join teaching (Alexander, Chant & Cox, 1994; Kyriacou, Hultgren & Stephens, 1999). Research on why people become teachers has mainly been done in Western countries like United States, United Kingdom, Australia and some European countries with very little in Africa, particularly Zimbabwe. The motive driving research into know why people become teachers is based on the fact that education is crucial in shaping the future of the country (Shizha & Kariwo, 2011). Even so, the teaching profession in Zimbabwe is beset with never ending challenges and problems. The challenges inherent in the teaching profession, especially in Zimbabwe, are poor working and living conditions (Chireshe & Shumba, 2011). With such challenges prevalent in teaching, it is surprising that people continue to join teaching.Zimbabwe has experienced economic and political problems that have caused most professionals, including about 20,000 teachers in 2008 (Ministry of Education, 2011), to leave the country (Pswarayi & Reeler, 2012). The continuous migration of teachers led to the closure of some schools, especially those in rural areas (Nyakudzuka & Mapuranga, 2014; Zvavahera, 2014). Schools closed because there were no teachers to provide services. To make matters worse, the teachers colleges were recording very low intakes of people wanting to train as teachers. After the formation of the Government of National Unity (GNU) the economy improved and people once again started to join teachers colleges to train as teachers.In 2013, the elections in Zimbabwe brought about the end of GNU with Zimbabwe African National Union (Patriotic Front) (ZANU (PF)) candidate President Mugabe being declared the winner. There was a sudden change in the performance of the economy for the worse. Currently, newspaper reports state that the economy in the country is worse off as compared to the period of the GNU and the picture looks gloomy (Rusvingo, 2014). Research done in the area of education claims that some teachers are leaving their professions for greener pastures elsewhere outside the country (Chireshe & Shumba, 2011). While this is happening, there are some people who joined teaching when others were leaving. It is necessary to understand this behavior through research to enable the ministry to influence more high quality teachers to teach in Zimbabwe.Challenges/Problems to TeachingThe teaching profession in Zimbabwe has experienced its fair share of challenges, leading to teacher demotivation. To begin with, there are some traditional challenges, written about for a long time, in the education sector and in teacher experience in particular. Studies done in Zimbabwe have shown that teachers felt demotivated to execute their duties due to lack of resources, lack of respect, poor working and living conditions, political harassment or victimization, incompetent use of technology, and lack of refresher courses (Chireshe & Shumba, 2011; Mareva, Gonye & Rubaya, 2013; Zvavahera, 2014). As these challenges have been discussed in other research, this study will focus on the new challenges teachers face in Zimbabwe as pointed out by recent literature.Among a host of many issues facing teachers in the discharge of their work is the problem of low salaries. Teachers in most African countries, especially Zimbabwe, are demotivated because they feel they are underpaid, while at the same time have high workloads (Chireshe & Shumba, 2011). Although various studies and theories have been put forward to explain that the link between salary and job satisfaction is weak (Judge et al., 2010), studies in Africa have shown that salary is a cause for job satisfaction (Kavenuke, 2013; Zvavahera, 2014). Historically, teachers have been paid better salaries as compared to other professions like nursing, but of late the government has failed to pay teachers on time (Rusvingo, 2014). …" @default.
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• W2777345892 date "2016-12-01" @default.
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• W2777345892 title "Why People Become Teachers: A Case of Teachers at a Rural Secondary School" @default.
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