A comparative and predictive model to determine factors related to preparation and entry into the teaching profession

Predicting educational and occupational attainment among male and female teacher education students: an examination of high school extracurricular participation and other selected characteristics

“…Although results from different studies are inconsistent, recent research suggests that the most academically talented students do not enter teaching and are the least likely to remain in teaching (Darling-Hammond, 1984). However, Young (1989) found that both male and female teacher education graduates who taught the year following graduation ranked higher in their high school graduating class than graduates who did not teach.…”

“…More recently. Young (1989) found that females in her sample of first-year teacher education graduates rated leadership higher than did male graduates.…”

“…Findings from numerous investigations have indicated that teachers from lower socioeconomic family backgrounds remain in teaching at higher rates than teachers from higher socioeconomic backgrounds (Dworkin, 1980;Lortie, 1975;Young, 1989Young, -1990). Lortie attributes this difference to the perception of teaching as a middle-class occupation.…”

“…Dissatisfaction with teaching has been attributed to the lack of opportunities for advancement, low professional status as compared to other occupations, and by the reputation of teaching as a job that is boring and stressful (Stark, Austin, Lowther, Chapman, & Hutcheson, 1980). An additional reason cited for dissatisfaction with teaching is a mismatch between original expectations and actual teaching experience (Goodlad, 1984;Grissmer & Kirby, 1987;Young, 1989). Teacher education graduates enter their first job with incomplete information about teaching and the environment of the school (Grissmer & Kirby, 1987).…”

“…Over three-fourths of the education students in their study ranked in the top 30% of their high school graduating class. Additional evidence was provided by Young (1989), who found that both male and female teacher education graduates who taught the 57 year following graduation ranked higher in their high school graduating class than non-teaching graduates.…”