ERIC Number: ED464056
Record Type: RIE
Publication Date: 2001-Oct
Reference Count: N/A
Paths to Teaching.
Lee, John B.; Clery, Suzanne B.; Presley, Jennifer B.
This report uses the national Baccalaureate and Beyond longitudinal database to look at the early career paths of 1993 college graduates. The results provide information on which college graduates became teachers, where they taught, and whether they left teaching within 3 years. Overall, it is not easy to predict who may be potential teachers when students are in college. Teachers' personal and academic characteristics vary by grade taught. Some teachers work for lower salaries with similar or higher levels of job satisfaction when they are in non-urban areas that have few high-poverty schools. More public school teachers without certification than with certification, and more public school teachers with college admission scores in the top quartile than with scores not in the top quartile, left teaching. Key recruitment strategies include providing beginning college students with a realistic set of expectations and experiences regarding teaching and including community colleges early on in students' school experiences. Key retention strategies include getting non-certified teachers certified, providing induction programs, involving new teachers in school improvement, and improving the lowest beginning salaries. (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Career Choice, Career Development, College Graduates, College Students, Elementary Secondary Education, Higher Education, Job Satisfaction, Poverty, Preservice Teacher Education, Public Schools, Student Characteristics, Teacher Certification, Teacher Characteristics, Teacher Persistence, Teaching Conditions
Illinois Education Research Council, Box 1064, Southern Illinois University Edwardsville, Edwardsville, IL 62026-1064. Tel: 618-650-2840; e-mail: firstname.lastname@example.org. For full text: http://www.ierc.siue.edu.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Southern Illinois Univ., Edwardsville. Illinois Education Research Council.