A scoping review of factors that influence career changers’ motivations and decisions when considering teaching

Siostrom, Erin; Mills, Reece; Bourke, Theresa

doi:10.1080/13540602.2023.2208051

Cited by 10 publications

(2 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the study demonstrates high heterogeneity and a zero-salary elasticity of the teacher supply, suggesting that non-monetary incentives drive job transition more than monetary considerations. Knowing the profession, time, and professional conditions enabled teaching judgments, while status, beliefs, and money might enable but often confined them (Siostrom et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Assessing the Reasons and Satisfaction of Teacher Education Graduates in Choosing a Non-Teaching Career: Towards Minimizing Irrelevant Employment Through an Effective School Program

Laher

2024

PR-IJETAS

View full text Add to dashboard Cite

The purpose of the study is to determine what quantitative aspects need further explanation in choosing a non-teaching job by education graduates in terms of; (1) non-commitment to the teaching profession, (2) circumstantial influence (3) competitive income and (4) support for passion and growth. Also, it seeks to determine the level of career satisfaction in terms of (1) job security, (2) compensation, (3) interpersonal relationship and (4) organization culture. Results of the study shall contribute in the development of an effective school program in order to minimize irrelevant employment among teacher education graduates, and eventually stay in the teaching profession. Employing purposive sampling technique, the participants of the study are 12 teacher education graduates of Rizal Memorial Colleges Inc. The study utilized explanatory sequential mixed method design where a two-phase stage was employed in collecting data. In the quantitative phase, the researcher used a survey questionnaire in determining the reasons of the teacher education graduates in choosing a non-teaching job as well as their corresponding career satisfaction. In the qualitative phase, the researcher used in-depth interviews in gathering data to identify what school programs to be undertaken in order to minimize irrelevant employment among teacher education graduates and eventually stay in the teaching profession. Results revealed that competitive salary (M=3.51) and support for passion and growth (M=3.49) were observed to be the most reasons why the participants chose a non-teaching career. In terms of satisfaction, the participants indicated high satisfaction in their non-teaching career on job security (M=3.42) and compensation (M=3.59). More so, it was found that the school program to minimize irrelevant employment among teacher education graduates, and eventually stay in the teaching profession, revealed four major themes namely: (1) commitment, (2) patience, (3) contentment and (4) openness to change. This study suggests that educational institutions should prioritize initiatives aimed at fostering commitment among education graduates towards the teaching profession. This can involve providing comprehensive career guidance and counseling services to help graduates understand the value and opportunities within teaching.

show abstract

Section: Discussionmentioning

confidence: 99%

Assessing the Reasons and Satisfaction of Teacher Education Graduates in Choosing a Non-Teaching Career: Towards Minimizing Irrelevant Employment Through an Effective School Program

Laher

2024

PR-IJETAS

View full text Add to dashboard Cite

show abstract

“…With the same objective, several studies (e.g., Cho & Baek, 2019;Nalipay et al, 2023;Fan & Shum, 2023;Phung et al, 2024) have identified factors that significantly impact the teaching quality in HEIs. These factors include individual characteristics of the teachers (Cho & Baek, 2019), psychological characteristics (Nalipay et al, 2023), self-efficacy (Daumiller et al, 2021), teaching motivation (Siostrom et al, 2023), teaching experience (Podolsky et al, 2019;Graham et al, 2020), professional development (Vermunt et al, 2019;Darling-Hammond et al, 2017), student composition (Dietrich & Cohen, 2021), students' feedback (Lazarides & Buchholz, 2019), institutional culture (Lebelo, 2021), and institutional resources (Shattuck, 2014).…”

Section: Introductionmentioning

confidence: 99%

Constructing an Interpretive Structural Model to Unravel the Interconnected Drivers of Teaching Quality in Higher Education

Almerino Jr.,

Martinez,

Sala Jr.

et al. 2024

International Journal of Knowledge and Systems Science

View full text Add to dashboard Cite

Identifying the primary factors of teaching quality remains a pivotal agenda for informed decision making, strategic planning, and resource allocation. This study builds upon ten key factors derived from previous research and recognizes the inherent complexity within their relationships. Emphasizing the necessity for a structured model, this work employs an interpretive structural modelling (ISM) approach and Matrice d'impacts croisés multiplication appliquée á un classment (MICMAC) analysis for constructing a hierarchical model that delineates the interrelationships among the factors influencing teaching quality. The findings indicate the substantial impact of intrinsic factors, particularly teachers' individual and psychological characteristics, on other factors. Additionally, our analysis highlights the critical role of student composition in enhancing overall teaching quality. These insights significantly contribute to the literature by offering valuable guidance to decision makers for maintaining teaching quality within higher education institutions.

show abstract

Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession

Siostrom

2024

Res Sci Educ

View full text Add to dashboard Cite

A scoping review of factors that influence career changers’ motivations and decisions when considering teaching

Cited by 10 publications

References 43 publications

Assessing the Reasons and Satisfaction of Teacher Education Graduates in Choosing a Non-Teaching Career: Towards Minimizing Irrelevant Employment Through an Effective School Program

Assessing the Reasons and Satisfaction of Teacher Education Graduates in Choosing a Non-Teaching Career: Towards Minimizing Irrelevant Employment Through an Effective School Program

Constructing an Interpretive Structural Model to Unravel the Interconnected Drivers of Teaching Quality in Higher Education

Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession

Contact Info

Product

Resources

About