Student Teachers' Attitudes Toward the Teaching Profession: A Field Study on Students of the Faculty of Education in Bani Waleed

Abstract

This study investigates student teachers' attitudes toward the teaching profession among students at the Faculty of Education in Bani Walid. Adopting a descriptive-analytical approach, the research explores the cognitive, affective, and behavioral dimensions of these attitudes based on Ajzen's Theory of Planned Behavior. A structured questionnaire was administered to a representative sample of students across various academic departments and levels. The findings indicate that student teachers hold high positive attitudes toward teaching, with the affective dimension ranking highest, followed by the cognitive and behavioral dimensions. Furthermore, the results reveal statistically significant differences in attitudes attributed to academic specialization and year level, whereas no significant differences were found regarding gender. The study emphasizes the critical role of high-quality teacher preparation programs, effective field training, and a supportive academic environment in fostering positive professional identities. Recommendations include enhancing educational preparation programs, expanding practical training opportunities, and improving the social status of the teaching profession to ensure higher professional readiness and commitment in the Libyan educational sector.