What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective

Han, Seong Won; Borgonovi, Francesca; Guerriero, Sonia

doi:10.3102/0002831217729875

Cited by 74 publications

(61 citation statements)

References 51 publications

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“…Teacher Salary Most teacher retention and recruitment studies have indicated that teacher compensation is an important issue [19]. In this sample, very few individuals thought teachers are well paid for what they do.…”

Section: Analysis Of Other Influential Factors Predicting Students' Dmentioning

confidence: 86%

“…Research has also shown that pay and work conditions have been identified as factors that dissuade individuals from becoming teachers [18]. Many of those choosing to teach have been able to overlook some negative aspects like low pay and difficult work conditions because they considered teaching to be a calling, citing altruistic or social utility motivations [16,19]. Factors that researchers have identified as impacting whether or not an individual will enter the teaching profession are presented in Table 1.…”

Section: Review Of Factors Influencing Teacher Recruitment Literaturementioning

confidence: 99%

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Teacher Recruitment: Factors That Predict High School Students’ Willingness to Become Teachers

et al. 2019

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This study examines factors that influence high school students’ willingness to consider teaching as a career. Using predictive modeling, we identified five factors that are highly predictive of a students’ willingness to consider teaching and their belief that teaching is their best career option. Results indicated that high school students were more likely to consider teaching when they had confidence in their ability to be good teachers, when family members and others encouraged them to become teachers, and when they felt their community supported teachers. Most of those who considered teaching thought of themselves as average students. Less impactful factors included gender and pay. Additionally, this study found students less likely to consider work conditions for teachers when making career choices.

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Section: Analysis Of Other Influential Factors Predicting Students' Dmentioning

confidence: 86%

Section: Review Of Factors Influencing Teacher Recruitment Literaturementioning

confidence: 99%

Teacher Recruitment: Factors That Predict High School Students’ Willingness to Become Teachers

et al. 2019

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“…But at the same time, there are differences in the level of dependence between conditions for science education teachers. Thus, the relationship between salary and career expectations, assessments in society and career expectations differs among students with different levels of subject knowledge (Han et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2020

EUR J MATH SCI ED

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The quality of science education teachers' work determines the effectiveness of education and science education programs in many respects. Given that the results of students are not the same for teachers with the same formal characteristics, we formulate the research problem: when assessing the effectiveness of teachers, we can distinguish a system of indicators that affect the effectiveness of education and educational programs. The purpose of this article is to analyze the quality of work of science education teachers in the Kirov region and their teaching practice. The leading research methods in this case are the concept of the third international study of teaching and learning "Teaching and Learning International Survey", collecting data obtained through a questionnaire of science education teachers, analyzing the quality of work and conditions of pedagogical practices, statistical processing of the research results, modeling and conversations with heads of secondary schools and representatives of executive authorities. As a result of a study conducted in 2017-2020, in which 1146 teachers of secondary schools of the European part of Russia took part, including 310 science education teachers, the author of the article found: the workload of a school teacher of science education is 0.65; subjects teachers spend on average 42.2 hours every week to perform their official duties, urban teachers have more work than rural teachers; with age, teachers of science education have a partial redistribution of labor activity from teaching to administrative work; actual teaching takes 53% of working time in the structure of workload for teachers of science education; teachers evaluate the completeness of their knowledge upon completion of training at the level of 38% of the required level for performing labor activities; there is a predominant share of teachers with a moderate level of need for knowledge in most areas of professional development. The results of the study allow us to develop a set of group measures for training and methodological support of science education teachers. These measures should take into account the specifics of workload and the characteristics of professional deficits.

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“…Research has indicated that extrinsic motivations for choosing teaching as a career are status of the profession, levels of pay, benefits, holidays and vacation time, job security, and time compatibility (Lortie, 1975;Heinz 2015). Research also suggests college aged individuals tend to choose teaching as a career more readily for intrinsic and altruistic reasons while high school students are motivated more by extrinsic factors such as salary and job conditions (Han et al, 2018). In agricultural education, literature suggests barriers to entrance into the agriculture teaching profession are extrinsic motivators such as family responsibilities and relationships, desire to live in a certain area, and unwillingness to move away (Rocca & Washburn, 2008).…”

Section: Valuesmentioning

confidence: 99%

Pioneering Spirit: Examining the Motives and Experiences of Non-SBAE Students Majoring in Agricultural Education

Smith,

Sorensen,

Burrows

et al. 2020

JAE

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With the national shortage of school-based agricultural education (SBAE) teachers and subsequent shortage of skilled workers in food, agriculture, and natural resources careers, more expansive recruitment and retention efforts are needed. Traditionally, preservice teachers in agricultural education originate from within SBAE, yet, some non-SBAE students still find their way to the agricultural education major with a desire to become SBAE teachers. The purpose of this bounded single case study was to understand the lived experiences of non-SBAE high school students majoring in agricultural education; specifically, the motives for majoring in agricultural education and the unique challenges associated with it. Documents were collected and interviews and observations over the course of one year were utilized to gather and analyze data. Researchers identified four major themes emerging from the data: a) Non-SBAE students are motivated by altruistic, intrinsic, and extrinsic values (three subthemes); b) non-SBAE pre-service teachers face common and unique challenges (two subthemes); c) faculty support is critical for persistence in the major; and d) non-SBAE students approach their career with uncertainty and caution. Implications and recommendations related to recruitment of youth and retention of non-SBAE preservice agriculture teachers are discussed.

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What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective

Cited by 74 publications

References 51 publications

Teacher Recruitment: Factors That Predict High School Students’ Willingness to Become Teachers

Teacher Recruitment: Factors That Predict High School Students’ Willingness to Become Teachers

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Pioneering Spirit: Examining the Motives and Experiences of Non-SBAE Students Majoring in Agricultural Education

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