Motivation and support for students with disabilities in becoming teachers
Daniel Sidney FussyPurpose
This study aims to explore the motivations of students with disabilities (SWDs) to pursue teaching and the support they receive during their teacher training in Tanzania.
Design/methodology/approach
Guided by self-determination theory, data were generated through qualitative methods and analysed using reflexive thematic analysis.
Findings
The findings suggest that the decision to pursue a career in teaching is influenced by a combination of intrinsic, altruistic and extrinsic motivations. These motivations are shaped by systemic realities such as limited career opportunities and financial incentives, personal aspirations and commitment to social change. SWDs benefit from a comprehensive support network that includes academics, fellow students and institutional structures.
Practical implications
Although progress has been made in inclusive practices and resource provision, challenges remain, emphasising the need for specific interventions to guarantee equitable education.
Originality/value
By applying self-determination theory in a Global South context, this study provides contextually grounded insights into the personal, social and systemic factors that influence career choices, as well as the mechanisms that enable SWDs to succeed in teacher education.