A test of personal and social utility values and the appeal of a career in teaching
- 319 Downloads
An effective education system depends upon attracting college students into the teaching profession, but most of the research on what motivates individuals to pursue teaching merely surveys individuals who have already entered a teacher education program. This study employs an experimental design to test the effects of exposure to randomly assigned lists of reasons to teach reflecting personal utility values or social utility values on the appeal of the career to a sample of college students. Results indicate that both personal and social utility values are relevant to the appeal of a career in teaching and to a similar degree. Gender differences in this relationship were negligible.
KeywordsTeacher recruitment Career choice Motivation Teacher education
I would like to thank Dr. Cherie Maestas, Rauch Distinguished Professor in the Department of Political Science and Public Administration and director of PolsLab at the University of North Carolina at Charlotte. Resources to run this experiment were provided through PolsLab, supported by the Marshall A. Rauch Fellowship, the Department of Public Policy and Public Administration, the Public Policy PhD Program, and the College of Liberal Arts and Sciences at the University of North Carolina at Charlotte.
- Auguste, B. G., Kihn, P., & Miller, M. (2010). Closing the talent gap: Attracting and retaining top-third graduates to careers in teaching: An international and market research-based perspective. McKinsey. Retrieved from http://mckinseyonsociety.com/closing-the-talent-gap/.
- Bastick, T. (1999). A three factor model to resolve the controversies of why trainees are motivated to choose the teaching profession. Paper presented at the 5th Biennial Cross Campus Conference in Education, University of the West Indies. Trinidad: St. Augustine.Google Scholar
- Bastick, T. (2000). The measurement of teacher motivation: Cross-cultural and gender comparisons. Paper presented at the annual meeting of the society for cross-cultural research. New Orleans, Louisiana.Google Scholar
- Bottia, M. C., Stearns, E., Mickelson, R. A., Moller, S., & Parker, A. D. (2015). The relationships among high school STEM learning experiences and students’ intent to declare and declaration of a STEM major in college. Teachers College Record, 17(3), 1–46.Google Scholar
- Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press.Google Scholar
- Giersch, J. (2015). New trends in academic achievement among teachers. Journal of Applied Educational and Policy Research, 1(1), 74–83.Google Scholar
- Goldhaber, D., & Walch, J. (2014). Gains in teacher quality. Education Next, 14(1), 38–46.Google Scholar
- Ingersoll, R. M., & May, H. (2011). Recruitment, retention, and the minority teacher shortage. Consortium for policy research in education. CPRE Research Report #RR-69. Retrieved from http://repository.upenn.edu/gse_pubs/226
- Lortie, D. C. (1975). School-teacher: A sociological study. Chicago: University of Chicago Press.Google Scholar
- MacKenzie, D. (2013). Choosing a career: A study of motivational factors and demographics that influence P-12 pre-service teachers. Doctoral dissertation, University of Louisville.Google Scholar
- Sawchuk, S. (2014). Steep drops seen in teacher-prep enrollment. Education Week, 34(9), 1–10.Google Scholar
- Sumison, J. (2000). Motivations for the career choice of preservice teachers in New South Wales, Australia and Ontario, Canada. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, Louisiana.Google Scholar
- Weiner, L. (1993). Choosing teaching as a career: Comparing motivations of Harvard and urban college students. Paper presented at the conference of the Eastern Educational Research Association. Clearwater, Florida.Google Scholar