ERIC Number: ED370931
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
The Relationship between Interest in Teaching as a Career Choice and Perceptions of School/Classroom Environment of 7th and 8th Grade Students.
Wong, Ray E.
This study was conducted to ascertain whether future teachers, particularly students of color. can be identified at the 7th and 8th grade levels, and to determine whether their interest or noninterest in teaching is related to how they feel and think about school. Participants were 7th and 8th grade students (N=646) from eight California schools. To measure students' potential interest in teaching, a survey instrument was developed; to determine perceptions of school/classroom environment, the sample was asked to complete a true-false and forced choice instrument, the "Quality of School Life." Findings indicated that it was possible to identify 7th and 8th grade students who were interested in teaching. Additional findings showed: that male students and students with negative perceptions of the school/classroom environment were less inclined to express interest in teaching; that students who felt part of the school were more apt to consider teaching as a career choice; that Asian students had a more positive perception of the school/classroom environment than African-American and Hispanic groups; and that European-Americans were no more likely to consider teaching as a career choice than any other cultural group. Information on demographic characteristics of respondents and results of statistical analyses are provided in tabular form. (Contains 15 references.) (LL)
Descriptors: Asian Americans, Black Students, Career Choice, Career Exploration, Classroom Environment, Educational Environment, Grade 7, Grade 8, Hispanic Americans, Junior High School Students, Junior High Schools, Minority Groups, Multicultural Education, Student Attitudes, Teaching (Occupation), White Students
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).