Motivational determinants and Challenges of Mismatched Women Teachers in Public Secondary Schools

Abstract

Good teaching is obviously significant for education. There is no much definitive empirical evidence that motivational determinants of mismatched teachers keep teaching while they are also challenged by unintended consequences of being mismatched teachers. This case study sought to find out mismatched women teachers' motivations in public secondary schools. The data were collected mainly through semi-structured interviews. All interview data were recorded, transcribed, analyzed, and divided into themes. We followed the stages including:(a) preparing, engaging and immersing ourselves with the interview data, (b) creating preliminary codes, (c) seeking out for themes and sub-themes, (d) looking over or reviewing themes, (e) classifying and identifying themes. Our recursive analysis of the data helped us to conclude three major themes and several sub-themes including interpersonal factors: supportive colleagues and family, social service factors: obligation as educators, and challenges (content knowledge, the non-availability of teaching and learning materials, low salary but not feel dejected). Recommendations and implications are also discussed.

Students’ Grammatical Errors in Writing Descriptive Texts

“…The national examination seems to have influenced teachers' teaching materials and techniques. Mukminin et al (2013) argue that what student's study inside the classrooms at school and a tutoring institution is primarily addressed to prepare them for the exam. In those cases, the textbooks are designed to match the purposes of an exam that contains the material for the National Examination rather than the basic competence.…”