The nexus between prospective teachers' attitude towards teaching profession, department placement, and their academic achievement in Ethiopia

This study aimed to determine the relationship between prospective teachers' attitudes towards teaching, department placement, and academic accomplishment at Hawassa College of Teachers' Education. Accordingly, the study used a correlational research design. To achieve the objectives of this study, 115 prospective teachers were selected using cluster sampling techniques. Based on the research aims and previous studies, a questionnaire was designed for prospective teachers. The cumulative grade point average (CGPA) results of the prospective teachers were obtained from the college's registrar's office. A one-sample t-test was used to examine prospective teachers' attitudes towards the teaching profession and the college's department placement. In addition, Pearson product-moment analysis was used to measure the relationships between independent and dependent variables. The findings of this study revealed that prospective teachers have considerable negative sentiments concerning teaching and department placement. In addition, there was a negative correlation between prospective teachers' attitudes regarding teaching, their department assignment, and academic accomplishment. On the basis of these findings, it was suggested that the College of Teacher Education should revise the way that prospective teachers are assigned to departments and work with new entry trainees to build their confidence and academic achievement. The government should also prioritise enhancing the teaching profession's prestige.