Attitudes of students of the College of Basic Education at the University of Salahaddin-Erbil toward the teaching profession (a comparative study)

Abstract

This study aimed to investigate the attitudes of students at the College of Basic Education – Salahaddin University–Erbil toward the teaching profession across three dimensions: cognitive, affective, and behavioral, and to identify differences based on gender and academic stage. The study employed a descriptive comparative method and included a stratified random sample of 323 male and female students from the Departments of Sociology, General Sciences, and Kindergarten. A 30-item.

Findings revealed that students’ attitudes toward the teaching profession were high across all dimensions, with relative means of 78.02% (cognitive), 77.99% (affective), and 80.05% (behavioral), with the behavioral dimension being the most prominent. This reflects strong cognitive conviction, emotional attachment, and practical readiness to engage in teaching. Results from T-tests and one-way ANOVA showed no statistically significant differences in attitudes according to gender or academic stage.

The study concluded that students possess strong positive attitudes toward the teaching profession, with only minor indicators of anxiety or boredom among some participants. Recommendations include enhancing positive attitudes through early field training, curriculum development aligned with educational and technological advancements, improving the material and moral status of teachers, and integrating career counseling programs to support students’ preparedness for the profession. Future studies were suggested to include in-service teachers for comparative analysis of attitudes between pre-service and practicing teachers.