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.
BYU ScholarsArchive Citation
Harris, Scott, "Teacher Recruitment: Predictive Factors of STEM University Students Entering the Teaching Profession" (2020). Student Works. 290.
David O. McKay School of Education
Instructional Psychology and Technology