Faculty Supply And Demand In Education

Abstract

To obtain a snapshot of current faculty supply and demand in education, a survey was distributed to the 752 American Association of Colleges for Teacher Education institutions; 408 were returned. The survey asked for vacancies, applicants, failed searches, minority hires, and reasons for shortages for 1997 to 1998 and 1998 to 1999. Vacancies averaged 4.0 per institution; applicants, 14.2 per opening. Openings increased by 34%; applicants decreased by 19%. Failed searches averaged 25%. Minority hires totaled 21.1%. Areas of need included early childhood, elementary, library, mathematics, reading, and special education. Reasons for shortages included other educational institutions attracting candidates (73%) and higher salaries in K-12 (72%). No significant differences were found for institutional size, type, or sponsor. Conclusions include: (a) demand is greater than supply; (b) shortages are more critical in some areas; (c) minority hires may be increasing; and (d) other educational institutions and K-12 salaries are drawing applicants.

Who’s Teaching the Teachers? Evidence from the National Survey of Postsecondary Faculty and the Survey of Earned Doctorates

“…Studies report that unfilled vacancies for teacher education faculty positions are substantial, ranging from 25 percent in 1998-99 (Castle andArends 2003) to 36 percent in 2001 . Studies of special education (Smith et al 2001) and mathematics education (Reyes 2002) searches found female and older may also restrict mobility and interest in pursuing faculty positions.…”

Minority Recruitment and Retention for Universities: Bilingual Special Education Faculty

“…These include: (a) salaries in higher education are not competitive with market salaries (Cora-Bramble, 2006;Lopez, 2007;Phillips, 2002); (b) universities must make an active commitment by the administration (DumasHines, Cochran, & Williams, 2001;Spencer, 2003); (c) a low number of candidates is prevalent (Castle & Arends, 2003;Phillips, 2002); (d) minority faculty feel isolated (Lopez, 2007;Patton, Williams, Floyd, & Cobb, 2003); (e) there is a lack of formalized mentoring programs (Dumas-Hines, Cochran, & Williams, 2001;Subervi & Cantrell, 2007); (f) minority faculty face increased work loads (often resulting from minority faculty becoming the minority "experts" and being placed on many committees dealing in part or whole with minority issues) (Dooley, 2003); and, (h) minority faculty feel unable to effect change (Lopez, 2007).…”