What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective

This study examines between-country differences in the degree to which teachers' working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students' teaching career expectations. Three-level hierarchical generalized linear models are emp...

Full description

Saved in:
Bibliographic Details
Published in:American educational research journal 2018-02, Vol.55 (1), p.3-39
Main Authors: Han, Seong Won, Borgonovi, Francesca, Guerriero, Sonia
Format: Article
Language:English
Subjects:
Achievement Tests
Career Choice
Career Development
Careers
Comparative Analysis
Educational research
Foreign Countries
Generalized linear models
Hierarchical Linear Modeling
High School Students
International Assessment
Likert Scales
Motivation
Occupational choice
Occupational Information
Predictor Variables
Public Opinion
Questionnaires
Secondary School Students
Statistical Analysis
Student Surveys
Students
Studies
Teacher Responsibility
Teacher Salaries
Teaching
Teaching (Occupation)
Vocational Interests
Wages & salaries
Work Environment
Working conditions
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study examines between-country differences in the degree to which teachers' working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students' teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for International Student Assessment (PISA). Results reveal that teacher salaries and societal evaluations about the importance of job responsibility and respect are positively associated with teaching career expectations, while working hours are negatively associated with teaching career expectations. Analyses further reveal that the association between salaries and career expectations and societal evaluations and career expectations differ among students with different mathematics skills. We conclude by discussing policy initiatives that can encourage students with strong quantitative abilities to consider a career in teaching.
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831217729875