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 language | English |
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Pages (from-to) | 914-936 |
Number of pages | 23 |
Journal | Educational Studies |
Volume | 49 |
Issue number | 6 |
Early online date | 15 Apr 2021 |
DOIs | |
Publication status | Published - 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