ERIC Number: ED407381
Record Type: Non-Journal
Publication Date: 1997-Jan
Reference Count: N/A
The Status of Teaching as a Profession: 1990-91. Statistical Analysis Report.
Ingersoll, Richard M.
This report examines the status of elementary and secondary teaching as a profession in the United States. The primary data source is the 1990-91 Schools and Staffing Survey (SASS) conducted by the National Center for Education Statistics. The sample used contains data from 11,589 schools. This report assesses levels of teacher professionalization in elementary and secondary schools by examining a selected set of the traditional characteristics used to distinguish professions from other occupations. Tables provide data for these criteria: (1) credentials (professional hiring requirements); (2) induction (mentor programs, effective assistance); (3) professional development (continuing education support, participation in professional organization activities); (4) specialization (in-field teaching by secondary level teachers); (5) authority (teachers' decision making influence of school board, principal, and faculty); and (6) compensation (starting salary, maximum salary, paid benefits). Analyses are provided regarding differences in professionalization based on school size and the poverty level of the student populations for public schools, and the orientation or affiliation of private schools. Although all schools exhibited some characteristics of professional workplaces, it was found that most were lacking in or fell short on a number of the characteristics. Two appendixes list standard statistical error factors for tables and additional resources regarding the Schools and Staffing Survey. (Contains 63 references.) (JLS)
Descriptors: Educational Environment, Elementary Schools, Elementary Secondary Education, Higher Education, National Surveys, Professional Autonomy, Professional Development, Schools of Education, Secondary Schools, Standards, Teacher Education, Teacher Qualifications, Teachers, Teaching (Occupation)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: American Institutes for Research, Washington, DC.
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)