CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
This research focuses on concerns of professional autonomy, and identifying professional autonomy in teaching suggests that education specialists are fully involved. Professional colleagues in all areas relating to the education of the people are frequently appointed positions of responsibility to designate how educational policies in Nigeria should be managed, even if they have little or no understanding of professional training and competency (Adufe, 2008). Teaching as a career is not seen as an entity but as a loose confederation group of major components performing specific tasks, according to Factors influencing choice of teaching as a career, journal of educational research association vol. No. 1, University of Benin, which states that teaching as a career is not seen as an entity but as a loose confederation group of major components performing specific tasks, often with practically no coordination among professional members. Ekiadolor, a student at the College of Education, is now considering teaching as a vocation, but there are a number of things that are impacting her decision. Many people assume instructional responsibilities without ever receiving basic professional training or training from any of the professional schools, and many education students have not really considered their actual motivations for choosing to be a teacher (Adepoju, 2006).
