teacher education, teacher recruitment, teacher preparation


This study examines factors that influence science, technology, engineering and math (STEM) university students’ willingness to consider teaching as a career. Although very few of these students initially consider this profession, we identified four factors using predictive modeling that are strongly associated with these students’ willingness to consider teaching and their belief that teaching might be their best career option. Results indicated that STEM university students were more likely to consider teaching when they believed teaching is something they would be good at, others encouraged them to be a teacher, when family encourages them to teach, and when teachers they know inspire them. Results from this study indicate that small salary bonuses would likely not entice students in STEM subjects to become teachers. Less impactful factors included gender and individual beliefs about the respectability of the profession. Additionally, this study found students less likely to consider work conditions for teachers when making career choices.

Document Type

Peer-Reviewed Article

Publication Date





David O. McKay School of Education


Instructional Psychology and Technology

University Standing at Time of Publication

Graduate Student


IP&T 667R

Available for download on Thursday, April 15, 2021

Included in

Education Commons