Abstract

• The main purpose of this study was to explore the relationship between programme satisfaction and professional aspirations of student teachers from Universities of Education in Myanmar. A descriptive survey method and quantitative research design were used in this study. A total of 1200 student teachers (600male and 600female) from Yangon University of Education, Sagaing University of Education, and University for the Development of the National Races of the Union participated in this study. The required sample was selected by using a stratified random sampling technique. Satisfaction with Teacher Education Program Scale developed by Moses (2017) and Professional Engagement and Career Development Aspirations Scale developed by Watt and Richardson (2008) were applied as the research instruments. As a result of descriptive statistics, programme satisfaction and professional aspirations of student teachers in this study were somewhat satisfactory since the means percentage of programme satisfaction and professional aspirations of student teachers were 78.58% and 82.26%, respectively. The results of MANOVA revealed that there were significant effects of the university, gender, educational level, subject stream, and desire with the choice of Education University on a linear combination of programme satisfaction and professional aspirations of student teachers. The results also showed that there was a significant relationship between programme satisfaction and professional aspirations of student teachers (r (1198) = .49, p < .001). Moreover, 24% of the variance in professional aspirations was explained by programme satisfaction of student teachers.