An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

Abstract

In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors. Focus group results suggested that low pay was an important reason for not considering K-12 teaching, but that perceived job demands and abilities and interests were also important reasons for not being attracted to a teaching career.

Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers

“…Secondary teachers, particularly those who major in high demand fields such as science, mathematics, and technology, may therefore perceive a greater range of alternative career possibilities. In fact, once qualified, more highly skilled maths and science graduates have been shown to persist for the least time in teaching, because they can earn higher salaries in other occupations (Milanowski, 2003) (Hypothesis 2g). Given the feminised nature of the teaching profession, we speculated that those males who chose a teaching career would consequently be over-represented among the high engagement type (Hypothesis 2h).…”

Factors Influencing Deciding For A Career In Education As Second Career Option

“…al., 2001. The research that targeted extrinisic motivational factors provide more various results, in the sense that whereas some consider that stability is very important in choosing to become a teacher (Farkas et al, 2000, Milanowski, 2003, others believe that the less important values are the salary and social status (Richardson & Watt, 2006). In the study of Yong Yu & Bieger (2013), the most important values include work with children, http://dx.doi.org/10.15405/epsbs.2018.06.75 Corresponding Author: Claudia Crișan Selection and peer-review under (Eccles et.…”

I Could Enjoy Teaching: The Case of Physics

“…A previous study into teacher supply in the United States supported increases in teachers' salaries, more proactive recruitment, and better levels of training and support for teachers in the early career years (Darling-Hammond, 2000), with Harris and Farrell (2007) in Australia also advocating more active encouragement of graduates into teaching by universities. However, Milanowski (2003) suggested that increasing teachers' salaries will be of limited benefit, because the next most important factor for science, mathematics, and engineering university students in his study in the United States is whether or not they would enjoy teaching and working with children. This desire to work with children was also highlighted by Richardson's (2007, 2008) research with preservice teachers in Australia as being very influential in the decision to enter teaching, followed by positive prior teaching and learning experiences.…”