Hierarchy of Needs of Persistent Mathematics and Science Teachers

Abstract

In many countries, the shortage of teachers-mainly of mathematics or science teachers-has become an alarming phenomenon over the years. Many studies have sought to explore the roots of this phenomenon. Whereas most studies have focused on the magnitude and determinants of this shortage, the purpose of this study was to investigate the factors that motivate individuals' decision to become mathematics or science teachers, and the mechanism that supports their continuous engagement in the profession. Data was collected through either a nonanonymous phone call or an online survey. The survey questionnaire consists of four parts. The first part included background information. In the second part, participants rate their motives for selecting teacher training in general and teacher training in mathematics or science in particular. The third part includes items concerning professional identity and the fourth part deals with participants' attitudes towards the shortage of mathematics and science teachers. Findings indicated that teaching-career decisions are mostly related to intrinsic motivations and personal tendencies. Many participants chose to become teachers as a result of idealistic motives, involving a sense of a mission, the desire to work with young generation, as well as the wish to experience professional fulfilment and develop special interests and proficiency in mathematics or science. Moreover, these features are known to predict positive professional engagement. High levels of internal motivation tend to increase teachers' sense of satisfaction and appreciation, professional efficacy, and confidence in their career decision. The results suggest that retention among mathematics and science teachers may be classified through a pyramid of needs, which has three layers. The first layer, the basis of the pyramid is comprised of personal needs embedded with intrinsic motivations. The second layer involves the extrinsic motivations, meaning the occupational needs. Decent occupational conditions are needed as a security net, to ensure the continuous development of a caring, enriching and meaningful approach to the educational endeavour. The third layer encompasses the aspects of professional engagement-professional identity needs.

Teacher attrition: Human capital and terms of employment – Do they matter?

“…This is mostly due to schools' needs (Arviv Elyashiv et al, 2019). Thus, while it has been documented that many teachers are drawn to the teaching profession due to intrinsic motivations (Arviv Elyashiv & Gal, 2017;Carlsson et al, 2019;Watt, & Richardson, 2008), external rewards seem to matter too in decision making; the absence of appropriate rewards may lead to dissatisfaction and eventually to attrition (e.g. Borman & Dowling, 2008;Dupriez et al, 2016;Johnson & Kardos, 2008;Newberry & Allsop, 2017).…”

“…This approach receives limited attention in the professional literature relating to teachers' career decisions. Although some scholars have found that choosing teaching as a profession is primarily related to altruistic and intrinsic motivations (Fray & Gore, 2018), other studies have shown that decent economic rewards for teachers are still needed Arviv Elyashiv & Gal, 2017;Ladd, 2007). This study aimed to explore the extent to which teachers' resources and teachers' terms of employment correlate with teacher attrition.…”

Learn from Each Other: A Peer-Teaching Model

“…In many cases, teachers who are not at all trained in science actually teach it (Espinoza et al, 2018;Sutcher et al, 2019). These teachers do not have the pedagogical knowledge and skills to teach science (Arviv-Elyashiv & Gal, 2017;Espinoza et al, 2018) often using a teacher-central approach and rarely a diverse pedagogy method that overrides the relative benefits of science teaching, which should be accompanied by experiments, observations of phenomena, extracurricular learning, learning through science and technology projects to experience and understand the behavior of the scientific world (Kubiatko et al, 2017). As part of the attempt to reverse the trend of declining motivation to study science among students, various attempts, such as financial compensation, professional guidance and support, are being made (Gal, 2020).…”

Learning Mathematics with Contextual Approach to Improve Outcomes Learning Maths in Vocational High School

“…Hierarchy of mathematics is mathematics discontinuous would disrupt the learning process. This means that learning mathematics must be continuous (Arviv-Elyashiv & Gal, 2017).…”