Motivation and support for students with disabilities in becoming teachers
Bibliographic Data
| ID | 21214644 |
|---|---|
| Authors | Daniel Sidney Fussy (0000-0002-7031-5409, University of Dar es Salaam, corresponding author) |
| Year | 2026 |
| Pages | 1-19 |
| Publication date | 2026-06-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/jme-12-2025-0312 |
| OpenAlex | W7165184079 |
| Language | EN |
| References cited | 27 |
Purpose 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
Grounded theory · Psychological intervention · Qualitative property · Qualitative research · Reflexivity · Resource (disambiguation) · Thematic analysis · Disability Education and Employment · Motivation and Self-Concept in Sports · Teacher Professional Development and Motivation
Facilitating optimal motivation and psychological well-being across life's domains.
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Coping with educational barriers in Tanzanian inclusive education settings
Understanding the factors supporting language teachers’ sustained motivation until retirement
A Cross-Case Analysis of Asian American Students with Learning Disabilities
Exploring the retention and success of students with disability in Australian higher education
Yes, I have a disability. Does it prevent me from being a PE teacher? A qualitative approach from the point of view of future PE teachers and their families
Relations between student teachers' basic needs fulfillment and their teaching behavior
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Using thematic analysis in psychology
The "What" and "Why" of Goal Pursuits
Exploring the experiences of students with disabilities in work-integrated learning
Demonstrating Rigor Using Thematic Analysis
| Citation velocity | historical |
|---|---|
| Highly cited | No |