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ERIC Number: ED406363
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Research on the Shortage of Teachers in the United States: Models, Methods, and Findings.
Boe, Erling E.
A shortage of teachers to staff primary and secondary schools is a common occurrence internationally. The fact of, or potential for, teacher shortages is a major consideration in any nation's aspirations of attaining, or maintaining, an educational system of high quality. To study and understand the nature of teacher shortages, it is first necessary to have a model, or conceptual framework. Therefore, a model was developed for conceptualizing teacher shortages in terms of quantity (i.e., gross numbers of teachers) and quality (i.e., qualifications of teachers). By using the Public School Teacher Question from the Schools and Staffing Survey (1991) as the data source, recent key findings about the type and scope of teacher shortages in the United States were reviewed. Data analysis showed that although there was a sufficient number of individuals available to fill all but 0.5 percent of all teaching positions, there was a serious shortage of teachers who were fully licensed in their particular teaching assignments (a shortage of about 150,000 licensed teachers, a group that constituted about 6 percent of the entire public school teaching force of 2,500,000 teachers). The findings revealed that the shortage of fully licensed teachers was more pronounced among: (1) teachers who had not earned degrees in teacher preparation, (2) novice teachers just entering the profession, (3) employed teachers who had recently changed teaching assignments, and (4) teachers of children with handicaps. The appendix provides definitions of terms. (Author/ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)