Michigan Teachers Who Are Not Teaching: Who Are They, and What Would Motivate Them to Teach? Study Brief. REL 2021-076

Autor/inn/en	Lindsay, J.; Gnedko-Berry, N.; Wan, C.
Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Midwest (ED); American Institutes for Research (AIR)
Titel	Michigan Teachers Who Are Not Teaching: Who Are They, and What Would Motivate Them to Teach? Study Brief. REL 2021-076
Quelle	(2021), (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public School Teachers; Teacher Shortage; Teacher Characteristics; Unemployment; Ethnic Groups; Teacher Salaries; Career Choice; Teacher Certification; Noninstructional Responsibility; Faculty Workload; Demography; Teacher Surveys; Michigan + Suchen Sie Ihr Suchwort? Lehrermangel; Arbeitslosigkeit; Ethnie; Lehrerbesoldung; Lehrervergütung; Demografie
Abstract	Statewide teacher shortages in Michigan are impeding efforts to ensure all students equitable access to qualified teachers. To alleviate shortages, education leaders have considered recruiting certified teachers who are not currently teaching (both those who have never taught and those who left teaching). This study analyzed teacher certification and employment data and data from a survey of certified teachers who were not teaching in a Michigan public school in 2017/18 to gather information on the viability of this recruitment option. The report describes the characteristics of these nonteaching certified teachers, the three most important reasons why they are not teaching, and the three most important incentives that would motivate them to teach in a public school in the state. The study found that approximately 61,000 teachers certified in Michigan were not teaching in the state's public schools in 2017/18. A survey of nonteaching certified teachers found that they most frequently selected wanting a higher salary as one of the three most important reasons why they were not teaching and that they most frequently selected an increase in salary as one of the three most important incentives that would motivate them to teach. Respondents also frequently selected financial incentives, such as allowing retirees to retain their retirement benefits, improving other benefits, and forgiving student loans, as one of their three most important incentives. Nonteaching certified teachers might consider becoming a public school teacher if it were easier and less costly to earn or renew a teaching certificate, if they could more easily obtain a full-time or part-time position, and if they were assured of school leadership support and smaller class sizes or a lighter student load. [For the full report, see ED611790; for the study snapshot, see ED611792; and for the appendixes, see ED611794.] (As Provided).
Anmerkungen	Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midwest/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01