Relationship between Vocation in Mathematics Education and Teaching Vocation: An Econometric Study

Abstract

This study aimed to determine the relationship between vocation in mathematics education and teaching vocation by applying an econometric model of simple linear regression. The research was based on the need to empirically examine how the specific vocation towards the teaching of mathematics could be associated with the general degree of commitment to teaching. To this end, a quantitative methodology with a correlational design was used, in which a total of 63 individuals belonging to the educational field participated, selected through an intentional non-probabilistic sampling. The variables analysed were the teaching vocation, with an average of 8,797, and the vocation towards mathematics education, with an average of 8,984, both on a scale with a maximum score of 10 points. The estimation of the econometric model of simple linear regression, whose equation is Y = B₀ + B₁X₁ + u, revealed that the vocation towards mathematics education significantly explains the general teaching vocation, with an estimated coefficient B₁ of 0.8002 (p < 0.001). In addition, the statistical tests performed to verify the validity of the model demonstrated adequate compliance with the fundamental assumptions for this type of analysis: linearity (Rainbow test, p = 0.7739), absence of autocorrelation according to the Durbin-Watson test (DW = 2.0223, p = 0.534), and homoscedasticity confirmed by the Breusch-Pagan test. The findings allow us to conclude that the development or strengthening of a specific vocation towards mathematics teaching has direct implications on the general commitment to the teaching profession. This evidence constitutes a valuable empirical contribution that could guide curricular planning, the selection of future teachers and educational policies aimed at professional strengthening in specific areas of knowledge.