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Descriptors:
Preservice Teacher Education; Minority Group Teachers; Teacher Shortage; Jews; Arabs; Foreign Countries; Teacher Supply and Demand; Educational Policy; Enrollment; Budgeting; Admission Criteria; Disproportionate Representation; Cultural Background

Abstract:
This article explores the nexus between pre-service teacher education polices and the supply and demand of minority teachers. It problematizes the recent reports on teacher shortages in Israel, which tend to focus on the shortage of Jewish teachers while dealing with the surplus of Arab teachers only tangentially. Specifically, this article examines how teacher education policy in Israel generates a surplus supply of Arab teachers through 3 mechanisms: (a) the disregard for the cultural needs of Arab teachers and their exclusion from policymaking circles; (b) the Ministry of Education's budgeting criteria, which entice colleges to enroll more Arab students, especially when the enrollment of Jewish students is in decline; and (c) the admission policies of teacher education colleges, which contribute to the overrepresentation of Arab students in these colleges and allow the enrollment of students above the quota approved annually by the Ministry of Education. (Contains 2 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Special Education Teachers; Public School Teachers; Teacher Supply and Demand; Economic Climate; Declining Enrollment; Special Needs Students; Disabilities; Early Intervention; Response to Intervention; Special Education; Educational Finance; Faculty Mobility; Outcomes of Education; Teacher Education; Teacher Distribution; Teacher Shortage; Teacher Persistence

Abstract:
After decades of growth, the number of special education teachers (SETs) has begun to decline. In 2009, U.S. schools employed 13% fewer SETs than in 2006. The number of annual new hires of SETs also dropped dramatically in some states. The onset of these declines predated the economic downturn of 2008 and resulted in part from a steady decline since 2005 in the number of students with disabilities (SWD) served. We consider factors that may be contributing to declining demand for SETs, among them the number of SWD, service delivery, the economic downturn, and present supporting evidence. We also consider the potential impact of reduced demand on SET supply, teacher education, equitable distribution of teachers, and, most importantly, outcomes for SWD. We call for vigilance and monitoring of SET employment data to assure that all students receive the appropriate education to which they are entitled. (Contains 4 figures, 1 table, and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Motivation; Cultural Context; Teaching (Occupation); Preservice Teachers; Motivation; Foreign Countries; Correlation; Teacher Attitudes; Statistical Analysis; Teacher Education; Career Choice; Teacher Shortage; Teacher Persistence; Teacher Education Programs; Factor Analysis; Scores

Abstract:
This study was conducted to investigate the motivations of 974 Turkish pre-service teachers for choosing teaching as a career and to examine their perceptions about the teaching profession. Correlations, t test, ANCOVAs and MANCOVAs were used to explore the relationships among participants' motivations and perceptions, and to make comparisons according to different characteristics such as gender, different specialism, number of times participants had entered the university entrance examination, and rank of their preference of teaching as a profession. The results showed that the social and personal utility value and prior teaching and learning experiences were the highly rated motivation factors. The findings also revealed how the general image of teaching as a career held in the social-cultural context of Turkish society shaped participants' motivations and perceptions. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Careers; School Psychology; Graduate Students; School Psychologists; Higher Education; Teacher Shortage; Tenure; Faculty; Graduate School Faculty; Nontenured Faculty; Teaching (Occupation); Adjunct Faculty

Abstract:
Faculty shortage is a major concern for the field of school psychology in the United States. Graduate students are not entering the field at a rate representative of the current need (Clopton & Haselhuhn, 2009). The reasons for this are multifaceted, but some studies have pointed to perceived high levels of job stress, perceived inadequate preparation to assume an academic position, and perceived low salary as possible deterrents to entering academia (Nagle, Suldo, Christenson, & Hansen, 2004). Faculty roles, duties, and expectations can vary substantially by institution type, location, program type, and college and department culture. Students may only be relatively knowledgeable of the types of positions they see in their own graduate program, which may be extremely limited in scope relative to the types of faculty positions available in school psychology. Unfortunately, students' opportunities to learn about this career path are often limited. Therefore, the purpose of this article is to provide readers interested in careers in academia an overview of the various faculty roles one might enter and an understanding of why professors in the field have entered these roles. Some researchers have suggested that if graduate students were more aware of the types of faculty roles available to doctoral level school psychologists, the faculty shortage might be reduced (Clopton & Haselhuhn, 2009). In this article, the authors provide an overview of the roles available to trainers in school psychology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Shortage; Teacher Qualifications; Unions; Comparative Analysis; Salary Wage Differentials; Foreign Countries; Labor Market; Teacher Education; Educational Change; Teacher Effectiveness

Abstract:
This article compares key features of the labour markets for teachers across Botswana and South Africa in order to seek possible explanations for the apparently larger teacher shortages in South Africa. It is argued that South African teachers earn relatively lower wages when compared to professionals with comparable qualifications; they have also been subject to a more haphazard series of reforms in teacher training, and are the product of a teaching culture shaped heavily by powerful trade unions. The impact of these factors on both the quantity and quality of teachers is considered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Science Teachers; Middle Schools; Mathematics Teachers; Course Selection (Students); Masters Degrees; Graduate Study; Elementary School Teachers; Science Instruction; Mathematics Instruction; Surveys; Teacher Attitudes; Career Change; Teacher Shortage; STEM Education

Abstract:
The nation's middle schools suffer from a shortage of qualified science and mathematics teachers. To address this need, one university in the southwest has developed the Modeling Institute, a master's degree program for in-service elementary educators interested in teaching science and mathematics at the middle school level. Identifying the profile of teachers interested in pursuing additional coursework in science and mathematics is necessary to more effectively attract candidates and to better facilitate the program. Thus, we administered an online survey to in-service teachers to uncover needs and influencing factors. Data revealed that the majority (60%) of 324 in-service teachers are interested in pursuing additional education, beyond that reflected on their current transcript, as a route to becoming more competent in teaching and integrating science and mathematics. The present study provides a plausible profile of K-8 certified teachers interested in pursuing a master's degree program or postbaccalaureate coursework to achieve content expertise in science and mathematics. Such a profile can assist universities in designing math- and science-related programs that meet the needs of in-service teachers and districts they serve by increasing the number of teachers who are qualified (by transcript and test scores) and competent in their content. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Interest Inventories; Teacher Shortage; Foreign Countries; Coping; Second Language Learning; Language Teachers; Vocational Interests; Data Analysis; Second Language Instruction; Teacher Persistence; Statistical Analysis; Teacher Recruitment

Abstract:
There is a shortage of second/foreign language (S/FL) teachers in many parts of the world, and the rates of attrition are cause for alarm in North America. Canadian and US teachers' (N = 323) were administered the Self-Directed Search vocational interest inventory and the Coping in Stressful Situations scale. Results from this quantitative study confirmed the vocational profile of an efficacious second/foreign language teacher and revealed significant differences in coping styles between those teachers with and without the vocational profile. Additionally, data analysis indicated that the Social, Artistic, and Enterprising profile is directly related to teacher longevity in the profession. The research has implications for the recruitment and retention of S/FL teachers at a time of critical need. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Techniques; Teacher Persistence; Faculty Mobility; Teaching (Occupation); Pedagogical Content Knowledge; Faculty Workload; Faculty Development; Teacher Attitudes; Self Esteem; Teacher Recruitment; Work Environment; Teacher Shortage; Interviews; Occupational Aspiration; Goal Orientation; Foreign Countries

Abstract:
Teacher attrition is a cost to the community and, often, to the teachers concerned. One ready potential source of teachers is those having left the profession, particularly recently, and who may be willing to return. For this article, 22 former teachers were interviewed about their journey into and out of teaching. Understanding what made teachers leave may inform us on what it might take to get them back. This paper reports on these former teachers' professional intentions in light of their changing constructs of teaching through time, comparing, where possible, their former and current constructs of teaching and of their teacher-selves. The study constitutes a series of "before and after" pictures, providing stark contrast at times. The findings generate theory on factors leading to these changes. One emerging inference is that the teaching profession fails to apply some of its corporate pedagogical knowledge to its own newcomers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; College Faculty; Adjunct Faculty; Faculty; Teacher Shortage; Proprietary Schools; Teacher Motivation; Incentives; Teaching Conditions; Flexible Scheduling; Educational Opportunities; Research Methodology; Job Security; Online Courses; Faculty Development

Abstract:
A shortage of qualified online faculty exists as learner demand rises. This replication research studied two sample populations--full-time and adjunct--of online faculty at a for-profit applied arts college. The purpose of this study was to discover the motivators and incentives that drive faculty to teach online, enabling college-level administrators to make decisions targeted at retaining and hiring a qualified online teaching pool. Using descriptive and inferential statistics the study explored four research questions about the motivators and incentives of two current online populations. The findings showed flexible schedule to be the top motivator for both populations. Additionally, adjuncts were motivated by job concerns. Passing on experiential knowledge and the ability to balance work and family motivated full-timers. Higher pay and professional development opportunities were the top incentives for both sample populations. Full-timers were also concerned with job security. It was concluded that ensuring a flexible schedule and higher pay are two areas that administrators should focus on in order to attract and retain top online teaching talent. Questions remain as to whether the results were universally dependent upon subject matter taught (i.e., art, career, liberal arts, engineering courses) or the type of institution (i.e., public, non-profit, for-profit). Would the results have been different had the study been conducted during a stable era at the institution? A replication of this study at the same institution at a future date would answer this question. A study at a different 100% online college would help further elucidate the findings. Six appendixes present: (1) Informed Consent Letter to Participate in Online Survey; (2) Permission to Use Survey Instrument; (3) Survey Instrument; (4) Institutional Consent; (5) Email Contact to Participants' Supervisor; and (6) Email Contact to Participants. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Incentives; Teacher Shortage; Foreign Countries; Intention; Rewards; Public Sector; Teaching (Occupation); Online Surveys; Interviews; Teacher Persistence; Career Choice; Motivation; Teacher Salaries; Teaching Conditions; Qualitative Research; Teacher Characteristics; Measures (Individuals); Faculty Mobility

Abstract:
The attraction and retention of teachers is a problem faced by schools worldwide and possibly more so in the public sector. One possible solution to this problem is likely to be better targeting of attraction and retention drivers of value to teachers. This paper presents the findings from a qualitative study conducted in Australia. The study used electronic in-depth interviews and an online survey to interrogate the reasons teachers are attracted to the profession and what drives their decision to either stay or leave. Participants in the study were both serving and retired teachers. The majority of respondents cited intrinsic motivators as the reasons for joining the teaching profession and among the serving teachers, those with higher intrinsic motivational drivers exhibited a more positive intention to remain. While both groups viewed extrinsic rewards in the form of pay, the school environment and working conditions as important, intrinsic motivation had most influence on intention to stay in the profession. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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