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Factors which deter potential science/math teachers from teaching; changes necessary to ameliorate their concerns
Author(s) -
Evans Robert H.
Publication year - 1987
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660240108
Subject(s) - mathematics education , class (philosophy) , job security , psychology , teaching method , sample (material) , work (physics) , science education , pedagogy , chemistry , computer science , engineering , mechanical engineering , artificial intelligence , chromatography
In light of the perceived national need for more science and math teachers, this study was conceived to: 1. Identify “teaching oriented” students among freshmen at a mid‐western engineering school, who have chosen NOT to become teachers; 2. Find out what reasons these “potential” science and math teachers have for deciding not to pursue teaching careers; 3. Determine what amelioration of these problems would be necessary for them to no longer be factors which would inhibit students from becoming teachers.Of a random sample of 110 students drawn from a freshman class, 98 participated fully in the study. Each participant took Holland's Self‐Directed Search to determine “teaching orientation” and author‐constructed instruments to assess their concerns about teaching. Results showed “teaching oriented” students avoided teaching due to low starting salaries, lack of job security, low maximum salaries, not wanting to do the work teacher's do, poor job availability and discouragement by family and friends. Starting salaries of $21,693 and salaries of $32,600 for a teacher with a B.A. and 10 years experience were among the changes deemed necessary to make teaching attractive.