| Abstract: | | | | negative) implications for policies to increase ITT |
| The research paper uncovers the determinants of | | | | recruitment of ethnic minorities and those in shortage |
| individuals who choose to be teachers, questionnaires | | | | subjects. |
| were used to produce evidence which was collected | | | | Training grants and shortage subject bursaries were |
| and analysed, some factors were identified as having | | | | the two incentives most widely known among |
| influenced the choice of teaching as a career and this | | | | students and proved to be most influential in getting |
| included social and economic factors. The study found | | | | those who were interested in teaching take up |
| out that key determinant of individual likelihood to | | | | teacher training. It was effective in attracting those |
| choose a teaching career was family background, | | | | who were already interested in teaching, but not |
| financial incentives such as the salary and other | | | | those studying shortage subjects at university. |
| benefits, it was also evident that career choice was | | | | Training salaries made it easier for some to give up |
| also motivated by other intrinsic rewards that | | | | their job, but certainly did not act as a ‘carrot' to |
| individuals would gain in the process, also the | | | | those who had not considered teaching. Many had |
| perspective that low pay and low job status was not | | | | applied for course entry before the schemes were |
| a factor that would deter those who wanted to | | | | announced, while others would have gone into |
| chose a teaching career. | | | | training anyway, though much later, after they have |
| INTRODUTION | | | | saved up enough. This point was clearly illustrated by |
| The main aim of this research was to identify | | | | PGCE students in the focus group interviews. |
| determinants of an individual to choose a teaching | | | | English PGCE students: |
| career. It examined the influencing factors of family | | | | Anna: I umm.. I mean the thing is because I applied |
| background, the values that people attached to the | | | | really early on the course really really really on and I |
| teaching job and their own perceptions of their job. | | | | knew that I wanted to do it, and I'd already taken a |
| The research data was to be collected using a | | | | year to work to try to save some money up and so |
| research questionnaire which was prepared and pre | | | | actually it's a surprise when the training salaries were |
| tested to check whether it was biased, the sample | | | | announced. |
| was randomly selected and the questionnaires were | | | | Michelle: Like me I applied before the salary was |
| mailed to the correspondent wand after the | | | | introduced. I am like Anna, I applied to do the course |
| questionnaire was returned data was compiled to | | | | and, and was accepted on the course before the |
| undertake statistical inferences. | | | | training salary was announced so it was a nice |
| Policies measures to increase teachers assume that | | | | surprise – and exactly the same I didn't entirely |
| the number of teachers can be increased by | | | | anticipate how much it probably would cost to do it, |
| increasing the rewards and salaries monetary | | | | and I'm living at home. I mean I'm actually not even |
| incentives, this assumption is relevant in the short | | | | paying rent but I'm driving a car everyday and you |
| run, however it is eveident that choice of career is | | | | know, so the little expense I didn't even anticipate |
| largely influenced by socio economic factors and at | | | | before. |
| the same time cultural background. The Social | | | | Nina: I think because I sort of applied late on and I |
| determinant differ from the other factors in that | | | | hadn't really thought about training salary didn't really |
| they are longe term while economic factors are only | | | | you know haven't been keeping up with that so I |
| short term determinants. | | | | wasn't sure, but I guess I just knew that because it's |
| Teachers career choice is also believed to have been | | | | what I really wanted to do that I would have the |
| influenced by what the individuals value in the job | | | | support of my parents I guess so I knew that I'd be |
| and their perceptions of the teaching career, this | | | | able to struggle through this with my parents. Just |
| research paper is therefore aimed at identifying these | | | | being in that lucky situation and you know… |
| factors and how they have influenced career choice | | | | Hannah: I had the promise of that support from my |
| in the society. | | | | mum and dad as well which, which because I didn't |
| Method | | | | know when I was going to get this training salary |
| The study involved three respondents from a local | | | | because I live in the Isle of Man and they have |
| school, the sample was randomly selected from the | | | | different rules and everything, but I was just so |
| teachers list of the school and permission to | | | | relieved when I did… |
| undertake the research was obtained from relevant | | | | Jemma: I would have just done it a lot later. I would |
| authorities, A mailed questionnaire was sent to the | | | | have done it like 10 years down the line if they |
| respondents who were expected to return the | | | | haven't offered the salary. |
| complete questionnaire within two days. | | | | Nicola: I would have done it later as well (Jemma, |
| The questionnaire was to collect information | | | | and Edward would have done it later as well) |
| regarding the individual's background, education level | | | | PGCE history students |
| and after the questionnaire was prepared it was pre | | | | Nick: I suppose the question to ask about our |
| tested to check whether it was biased, and after | | | | motivation is which of us was motivated by the |
| verification the questionnaires were mailed to the | | | | 6,000 grant. I personally wasn't. |
| respondent and the information collected and | | | | Anthony: I wasn't because I applied before. |
| compiled to undertake statistical inferences. | | | | Nick: In retrospect, the same I didn't realise when I |
| Findings: | | | | applied because I want to teach, but now knowing |
| Of the three individuals interviewed two were | | | | how much it cost…. |
| married and one was single, one was female and two | | | | Tom: Same here |
| were male and for this reason the random sample | | | | Andy: I applied before. It didn't attract me, I only |
| was not gender biased and therefore the views of | | | | come in before… |
| both gender was considered in the study. The study | | | | Charlotte: I probably would perhaps have waited for |
| involved mailed questionnaires and all the | | | | two or three years until my children are older and I |
| questionnaires were returned and data was analysed | | | | wouldn't need to pay childcare. |
| After the questionnaires were returned the data was | | | | PGCE maths students also applied before the policy |
| analysed to determine whether the respondent had | | | | came into place and for some it did make it easier |
| similar patterns in the determination of the career | | | | for them take up training. |
| choice, some of the factors identified that had led to | | | | Marnie: I applied before. |
| career choice was education level. From the data it | | | | Toby: So do I. (There was general agreement – |
| was found out that the level of education played a | | | | students nodding their heads) |
| major role in determining what the position the | | | | Fran: I was going to apply about 3 or 4 years ago. I |
| individual was to take in the society. | | | | actually got the application form, decided where I |
| From the data collected it was found out that | | | | was going to apply to and I was earning about |
| individuals chose the career due to influence of family | | | | 14,000 pounds at that time, not a huge amount of |
| members, in the case where family members were | | | | money but then the grant that I would have got for |
| teachers the other members had a high possibility | | | | doing the PGCE was 1,000 pounds and I thought that |
| that they would take up the same role in the society. | | | | was stupid I'm going to run into so much debt, |
| The respondents viewed the family members as role | | | | what's the point, you know, I'll put it off and I'll try |
| models and for this reason they would take up the | | | | something else, so I tried another couple of jobs |
| same roles as their relatives. | | | | umm, and then when I decided that I was going to |
| The other factor that led to the choice of career is | | | | reapply definitely at the time they said you'd get two |
| the education background, having achieved a certain | | | | and a half thousand pounds and then when they say |
| level of education then the individual had no option | | | | you'll get 6 thousand pounds it all coincided with me |
| but to become a teacher, for this reason therefore it | | | | applying, I said great really good, really good. |
| is therefore considered that education and the type | | | | Interviewer: So you've already made the decision |
| of courses undertaken play a major role in | | | | even before these policies came into being, but that |
| determining what role the individual was to play in the | | | | policy did help you. |
| society. | | | | Fran and Catherine: Oh yeah. |
| After data was collected it was found that those | | | | Lack of publicity regarding these incentives seemed |
| respondents with less educated parents were more | | | | to be an issue. Some comments made by students in |
| likely to choose a teaching career, this was as a | | | | their questionnaire returns with regards to these |
| result of the analysis of data aimed at collecting the | | | | incentives included: |
| family background of the individuals who were | | | | Throughout my degree course, no one actually came |
| pursuing the teaching career. Analysis also showed | | | | to persuade us to go into teaching. |
| that career decisions was found to be related to the | | | | 3rd year Law student |
| course of studied at college or university. It was | | | | I am interested in teaching but not sure how to get |
| found that social science course studied led to | | | | into it, whether my law degree is enough, and what |
| individuals choosing a teaching career. | | | | kind of qualifications I would need.‘ |
| Other factors identified to have contributed to the | | | | 3rd year Law student |
| choice of career include the possibility of sharing | | | | There should be more publicity if the incentives were |
| knowledge, job satisfaction and the length of | | | | to be effective. Many of us have not heard of these |
| holidays. On sharing the knowledge it was found out | | | | incentives at all. We are not aware of their existence. |
| that teachers did not take this factor seriously, non | | | | 2nd year Language & Communication student |
| of the teachers took the part of this part of their | | | | I have considered teaching in the secondary sector |
| job as significant, the length of holidays associated | | | | but still undecided whether to go into teaching or not. |
| with the career was also not an important factor in | | | | The reason for my indecision is the lack of |
| choice of career, however the job satisfaction part | | | | information available. I don't have any clue of what to |
| was an important factor in determining the choice of | | | | do . |
| career, due to the individuals motivation and their | | | | 2nd year Accountancy student |
| love for the job they were satisfied with their job | | | | Had no information about teaching, rather get a job. |
| and their choice of career depended on the job | | | | Have not been given any information regarding being |
| satisfaction factor. | | | | teacher. |
| The respondent also reported to have been | | | | CONCLUSION |
| motivated by intrinsic factors which included job | | | | This study reminds us that merely introducing financial |
| satisfaction and the interest in the teaching job, | | | | incentives to recruit teachers is not enough. Individual |
| however they reported not to have been influenced | | | | decisions to teach depend, to a large extent, on the |
| by job status and salary. However the teachers | | | | values attached to a job and perceptions of teaching. |
| reported that job security ewas a determining factor | | | | My findings reveal that there are fundamental |
| in the choice of career, teachers preferred to | | | | differences between non-teachers and confirmed |
| become teachers because of job security that is not | | | | teachers as to what they look for in a job and in |
| evident in other types of jobs. Therefore in this case | | | | their perceptions of teaching. This study and that of |
| the respondent agrteed to have been influenced by | | | | Smithers and Hill (1989) revealed that those who had |
| the level of job security associated with the career. | | | | not considered teaching were more likely to perceive |
| The respondents also agreed that the career was | | | | it as offering intrinsic rewards and person-oriented |
| very rewarding; the respondents agreed that | | | | satisfaction but were more likely to be motivated by |
| teaching was appealing to them and this is because | | | | extrinsic rewards. On the other hand, those who go |
| they believed that the career offered them values | | | | into teaching were not likely to stay on unless their |
| they were looking for in a job. They reported that | | | | experiences with students and the school, in general, |
| teaching was a rewarding career according to them | | | | are rewarding. Clear lessons emerge, not only for |
| than other careers available, this was in terms of | | | | policymakers, but also principals and school |
| financial rewards and other incentives associated with | | | | administrators. Teaching must be seen as an |
| the career. | | | | attractive and financially rewarding career. At present, |
| Training in teaching career and the pursuit of social | | | | policy is too much focused on teacher training and |
| science were also found to be contributing factors in | | | | the incentives and barriers to that, and the move |
| the choice of career, the respondents reported to | | | | from training to post. If these results are to be |
| have a very positive experience when undertaking | | | | believed, then work to enhance the status and |
| their education to become teachers, the positive | | | | professional prestige of teachers in later career will |
| experience at school offered an opportunity that led | | | | be just as important, long-term, in attracting |
| them to choose to become teachers due to the | | | | high-quality students to the profession. |
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| students were the most likely to be influenced by | | | | Durham and Newcastle Research Review, Vol. 10, No. |
| the ‘golden handcuff' deal compared to students | | | | 49, pp. 21-2 |
| in other subject groups, and least likely to be | | | | Notes: |
| influenced by the offer of training grants. | | | | This work was funded by ESRC grant number |
| Male and female students did not appear to show | | | | R42200034537 |
| any difference in their responses to these financial | | | | The response rate varies between subject groups, |
| incentives. Exemption of fees appeared to be the | | | | and was made difficult to calculate in specific |
| most effective in influencing the career decisions of | | | | departments by the presence of overseas students |
| non-white students. These findings have (sometimes | | | | in teaching groups. |