International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance

Vol. 40 No. 2 (2025)
Research Articles

Professional Self-Esteem as a Mediator Between the Perception of Teaching as a Profession and the Motivation to Study Teacher Education in an ODL Context

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Siméon Boris Nguéhan
University of Buea
Bio
Evode Mukama
Commonwealth of Learning
Bio
DOI: https://doi.org/10.55667/10.55667/ijede.2025.v40.i2.1358

Published 2025-09-26

How to Cite

Nguéhan, S. B., & Mukama, E. (2025). Professional Self-Esteem as a Mediator Between the Perception of Teaching as a Profession and the Motivation to Study Teacher Education in an ODL Context. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 40(2). https://doi.org/10.55667/10.55667/ijede.2025.v40.i2.1358
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Abstract

This study investigates the mediating role of professional self-esteem in the relationship between motivation to pursue teacher education in an open distance learning (ODL) context and individuals’ perceptions of the teaching profession. Four hypothesises have been examined: 1) the perception of teaching as a profession has a positive effect on professional self-esteem; 2) professional self-esteem is positively related to the motivation to study teacher education in an ODL context; 3) the perception of teaching as a profession indirectly induces a motivation to study teacher education in an ODL context; and 4) the perception of teaching as a profession has a direct effect on motivation to study teacher education in an ODL context. Using a quantitative approach and adopting a cross-sectional research design, 314 respondents enrolled in an ODL programme in the two Cameroon anglophone state universities were sampled to unravel the complex dynamics underpinning critical variables. The findings revealed that professional self-esteem does indeed mediate the relationship between motivation to study teacher education through ODL and the perception of teaching. Moreover, teachers who perceive teaching as a respected and rewarding profession tend to have higher levels of professional self-esteem, which in turn increases their intrinsic motivation to study. Conversely, those with lower perceptions of the profession show reduced motivation, even when they recognise the convenience of the ODL system. Recommendations of the study include targeted interventions by educational institutions to promote teaching as a career by integrating strategies that build professional confidence among student teachers.

Keywords: Cameroon, distance education, motivation, perception, self-esteem, teacher

L'estime de soi professionnelle comme médiatrice entre la perception de l'enseignement comme profession et la motivation à suivre une formation d'enseignant dans un contexte de FOAD

Résumé : Cette étude examine le rôle médiateur de l'estime de soi professionnelle dans la relation entre la motivation à suivre une formation d'enseignant dans un contexte de formation ouverte et à distance (FOAD) et la perception qu'ont les individus de la profession enseignante. Quatre hypothèses ont été examinées : 1) la perception de l'enseignement en tant que profession a un effet positif sur l'estime de soi professionnelle ; 2) l'estime de soi professionnelle est positivement liée à la motivation à suivre une formation d'enseignant dans un contexte de FOAD ; 3) la perception de l'enseignement en tant que profession induit indirectement une motivation à suivre une formation d'enseignant dans un contexte de FOAD ; et 4) la perception de l'enseignement en tant que profession a un effet direct sur la motivation à suivre une formation d'enseignant dans un contexte FOAD. À l'aide d'une approche quantitative et d'un plan de recherche transversal, 314 répondants inscrits à un programme en FOAD dans les deux universités d'État anglophones du Cameroun ont été sélectionnés afin de faire ressortir la dynamique complexe qui sous-tend les variables critiques. Les résultats ont révélé que l'estime de soi professionnelle joue effectivement un rôle médiateur dans la relation entre la motivation à suivre une formation d'enseignant en FOAD et la perception de l'enseignement. De plus, les enseignants qui perçoivent l'enseignement comme une profession respectée et gratifiante ont tendance à avoir une estime de soi professionnelle plus élevée, ce qui augmente leur motivation intrinsèque à étudier. À l'inverse, ceux qui ont une perception moins favorable de la profession font preuve d'une motivation réduite, même lorsqu'ils reconnaissent la commodité du système de FOAD. Les recommandations de l'étude proposent des interventions ciblées de la part des établissements d'enseignement afin de promouvoir la carrière d'enseignant en intégrant des stratégies qui renforcent la confiance professionnelle des enseignants en formation.

Mots-clés : Cameroun, formation à distance, motivation, perception, estime de soi, enseignant

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