ERIC Number: EJ1172955
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
School Influence and Classroom Control: A Comparison of Career and Technical Education, Science, and Mathematics Teachers
Bowen, Bradley; Marx, Adam; Williams, Thomas; Napoleon, Larry, Jr.
Career and Technical Education Research, v42 n3 p183-192 Dec 2017
Teacher retention in the STEM fields is of national interest. Several factors, such as job satisfaction, classroom control, and school influence have been linked to teachers leaving the profession. By statistically analyzing various questions from the Schools and Staffing Survey Teacher Questionnaire, this study evaluated the current state of how early career mathematics, science, and career and technical education (CTE) teachers perceive their classroom control and influence over school policy. The results show that CTE teachers perceive they have significantly more influence over school policy than mathematics teachers. CTE teachers also reported having significantly more classroom control than both mathematics and science teachers. By understanding the current state of how CTE perceive school influence and classroom control compared to their mathematics and science teacher counterparts, further research can be conducted to address job satisfaction and teacher retention in the CTE fields.
Descriptors: Vocational Education, Classroom Techniques, Vocational Education Teachers, Science Teachers, Mathematics Teachers, Comparative Analysis, STEM Education, Teacher Persistence, Job Satisfaction, Statistical Analysis, Elementary Secondary Education, National Surveys, Beginning Teachers
Association for Career and Technical Education Research. Web site: http://acteronline.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)
Grant or Contract Numbers: N/A