Risk aversion and the teaching profession: an analysis including different forms of risk aversion, different control groups, selection and socialization effects

Ayaita, Adam; Stürmer, Kathleen

doi:10.1080/09645292.2019.1675592

Cited by 12 publications

(8 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To summarize, statistically significant predictors included whether the student had a parent who was a teacher (+), social interests (+), one measure of cognitive ability (−), importance of having children (+), desire for professional advancement (−), desire for job security (+), and having a parent who wanted the student to become a teacher (+). The findings for social interests, importance of having children, and job security are in line with prior research (Ayaita & Stürmer, 2019;Fray & Gore, 2018;Roloff Henoch et al, 2015). Moreover, although there are clear descriptive differences in achievement and cognitive abilities between the two groups, there is only weak evidence of the negative selection hypothesis, conditional on other important predictors, confirming recent research in Germany (Roloff Henoch et al, 2015).…”

Section: Resultssupporting

confidence: 87%

Who Chooses Teacher Education and Why? Evidence From Germany

Savage

Ayaita

Hübner

et al. 2021

Educational Researcher

Self Cite

View full text Add to dashboard Cite

Empirically rigorous research on teacher education entry is extremely limited. Evidence on who enters teacher education and why is crucial for identifying undesired gaps in entry and can assist with teacher recruitment. Grounded in prior research, we identified four primary groups of relevant individual-level variables: student/family background, achievement/abilities, personality, and motivation. We empirically tested this conceptual model using a rich, national cohort of German ninth graders followed to college/university and their parents. Our study is the first to predict eventual teacher education entry early in secondary school. Although those students who eventually entered teacher education were significantly different from their counterparts across most variables, fewer were conditionally predictive. Social interests, desired working conditions, desire to have children, and students’ parents were particularly influential. Implications for research and teacher recruitment are discussed.

show abstract

Section: Resultssupporting

confidence: 87%

Who Chooses Teacher Education and Why? Evidence From Germany

Savage

Ayaita

Hübner

et al. 2021

Educational Researcher

Self Cite

View full text Add to dashboard Cite

show abstract

“…Thus, career choice will likely be influenced not only by job-specific factors such as the strength of interest in education, but also by risk preferences-not unlike choosing between low-risk but relatively low-yield bonds versus high-risk stocks that offer the prospect of much larger gain. A large-scale panel survey in Germany found that teachers tend to be more risk-averse than their peers who made other occupational choices (Ayaita & Stürmer, 2020), with similar findings about master's in education candidates compared to other graduate students in a lab-based risk preference task in at a U.S. university (Bowen et al, 2015).…”

Section: Why 'Choose and Curate'? Because The Early Career Phases Are Pivotal For Systemwide Norms Of Capability And Commitmentmentioning

confidence: 71%

Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs)

Hwa¹,

Pritchett²

2021

View full text Add to dashboard Cite

How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.

show abstract

“…Here, the results of previous studies indicate that teachers differ from their non-teacher counterparts according to several variables. For example, differences between (future) teachers and non-teachers could be observed with respect to vocational interests (Klusmann et al, 2009;Leon et al, 2018;Roloff Henoch et al, 2015), risk aversion (Ayaita & Stürmer, 2019), and the effects of resilience (Pretsch et al, 2012). Studies focusing on the personality trait differences between teacher candidates and students not intending to become teachers are rare.…”

Section: The Effects and Peculiarities Of Teachers' Big Fivementioning

confidence: 99%

Big Five personality trait differences between students from different majors aspiring to the teaching profession

Hartmann

Ertl

2021

Curr Psychol

View full text Add to dashboard Cite

Person-Environment fit theories claim that students choose their academic path according to their personality. In this regard, teacher candidates are of special interest. On the one hand, they all make the same choice to enroll in a teacher education program. On the other hand, they make different choices with respect to the subjects they are going to teach. If the Person-Environment fit approach also applies to the selection regarding teacher candidates’ subject areas, teacher candidates from different majors might have different personality traits and as a result, different starting conditions for becoming a successful teacher. Such differences need to be taken into account by teacher education in order to create programs that allow teacher candidates from different majors to equally succeed. Therefore, the current study investigates to what extent personality group differences across majors occur within the population of teacher candidates. Using data from a large-scale study, the Big Five personality traits of 1735 female and 565 male teacher candidates were analyzed, with teacher candidates compared to male (n = 1122) and female (n = 1570) students who studied the same major but who did not intend to become teachers. Unlike previous studies, academic majors were not grouped into few broad categories, but eight different majors were distinguished. The results indicate that teacher candidates are more extraverted than their non-teaching counterparts. In addition, personality trait differences between teacher candidates from different majors could be observed. The results are discussed as they relate to the recruitment and training of future teachers.

show abstract

Risk aversion and the teaching profession: an analysis including different forms of risk aversion, different control groups, selection and socialization effects

Cited by 12 publications

References 44 publications

Who Chooses Teacher Education and Why? Evidence From Germany

Who Chooses Teacher Education and Why? Evidence From Germany

Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs)

Big Five personality trait differences between students from different majors aspiring to the teaching profession

Contact Info

Product

Resources

About