ERIC Number: ED377163
Record Type: Non-Journal
Publication Date: 1994-Oct
Reference Count: N/A
Sources of Newly Hired Teachers in Public and Private Schools: 1988 and 1991. Issue Brief.
Rollefson, Mary; And Others
This issue brief uses data from the 1987-88 and 1990-91 Schools and Staffing Survey to examine the various sources on which schools depend to meet the increasing demand for new hires to teaching. There are four sources of newly hired teachers: new college graduates, college graduates who pursued other activities before entering teaching (delayed entrants), former teachers reentering after a break in service, and transfers from other schools. The paper interprets statistics to address the following questions: (1) whether the sources of newly hired teachers have changed in recent years; (2) if the qualifications of newly hired teachers vary by supply source; and (3) whether paths into teaching vary by supply source. According to the data analysis, between 1988 and 1991 a shift occurred from reentrants to first-time teachers to fill the demand for new hires. It is not clear, however, whether this shift was due to attempts on the part of schools to economize or to shortages of more qualified teachers. Newly minted teachers provided the same qualifications, except for advanced degrees and teaching experience, as reentrants but at lower salaries. Delayed entrants held fewer qualifications and hiring them may represent an adjustment to shortages. No inferences can be made about teaching quality without appropriate measures. Statistical tables are included. (LL)
Descriptors: Beginning Teachers, Elementary School Teachers, Elementary Secondary Education, Employment Statistics, Private Schools, Public Schools, Reentry Workers, Secondary School Teachers, Teacher Employment, Teacher Qualifications, Teacher Recruitment, Teacher Salaries, Teacher Selection, Teacher Shortage, Teacher Supply and Demand, Teacher Transfer, Teaching (Occupation)
Publication Type: Information Analyses; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)