Who wants to be a teacher? Findings from a survey of undergraduates in England

Stephen Gorard*, Ourania Maria Ventista, Rebecca Morris, Beng Huat See

*Corresponding author for this work

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Abstract

This paper presents the results of a large-scale survey of undergraduates in England, concerning their envisaged career choices and how they made them. This gives a more complete account of those who do and do not want to be teachers than usual in the existing literature based primarily on prospective/existing teacher accounts. The paper looks at the issue of shortages, the reasons why people might be deterred from teaching, and summarises the methods used in our new study, followed by the results. The results cover descriptive analyses, and a comparison of responses from those who considered being a teacher (or not), those who had applied to train as a teacher (or not), and those intending to teach. These results are put together in two logistic regression models, one predicting/explaining who considered teaching, and the second explaining who then intends to become a teacher. Conclusions are drawn in the final section.

Original languageEnglish
Pages (from-to)914-936
Number of pages23
JournalEducational Studies
Volume49
Issue number6
Early online date15 Apr 2021
DOIs
Publication statusPublished - 2 Nov 2023

Bibliographical note

Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • career choice
  • financial incentives
  • logistic regression
  • Teacher shortages
  • teacher supply

ASJC Scopus subject areas

  • Education

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