Implications of career preference on teaching self-efficacy: insights from preservice accounting teachers

Abstract

This study investigated the impact of career preferences on the teaching self-efficacy of preservice accounting teachers. Employing a descriptive census survey, data were collected from 284 final-year preservice accounting teachers at two universities in Ghana. The study utilised an adapted Teacher Sense of Efficacy Scale (TSES) developed by Tschannen–Moran and Hoy, along with demographic scales focusing on preferred career choices. Data analysis was conducted using an independent samples t test. The findings revealed variations in self-efficacy levels among preservice accounting teachers based on their inclination towards or away from a teaching profession. Preservice accounting teachers with a preference for teaching demonstrated higher self-efficacy in areas such as student engagement, instructional strategies, and classroom management. The study suggests that selection criteria for admitting students to accounting education programmes should consider career preferences.