Subject matter competence and the recruitment and retention of secondary science teachers

Abstract

The purpose of this study was to investigate the relationship of subject matter knowledge in science and the patterns of entering, leaving, and remaining in the teaching profession among college graduates trained to be science teachers. To do this, National Teachers Examination (NTE) Biology and General Science test scores served as the proxy for science subject matter knowledge for a sample of 83 individuals initially certified to teach science in North Carolina during a 4-year period of time. The career patterns of these individuals as science teachers were documented and their work status was identified as nonrecruits, defectors, or career teachers. Using maximum likelihood logistical regression (MLOGIT) analysis, the relationship between career status (the dependent variable) and knowledge of science, race, gender, and the race and status (public orprivate) of the college from which they graduated was investigated. Of the 83 individuals in the analysis, 30 (36.1%) were identified as nonrecruits, 3 1 (37.3%) as defectors, and 22 (26.5%) as career teachers. Science subject matter knowledge was found to have a significant (p = .Ol) effect on the likelihood of being a nonrecruit versus a career teacher. The magnitude of this effect was also important, with the likelihood of being a nonrecruit increasing 120% for every 100-point increase in score on the NTE Biology and General Science tests. Science subject matter knowledge also had a significant effect (p = .05) on the likelihood of being a defector versus a career teacher, with the likelihood increasing 80% for every 100-point increase in NTE Biology and General Science scores. No other significant relationships were found.

Finding their way on: Career decision‐making processes of urban science teachers

“…Although some individual studies have addressed the retention patterns (Murnane & Olsen, 1990;Shugart & Hounshell, 1995) and particular perspectives (Espinet, Simmona, & Atwater, 1992;Friedrichsen & Dana, 2005;McGinnis, Parker, & Graeber, 2004;Moin, 2005;Wang, 2004) of science teachers, the majority of the research does not consider teacher retention to be subject specific. However, research indicates that the departmental structure within high schools brings science teachers into a subculture onto themselves (Siskin, 1991).…”

Where can we find future K-12 science and math teachers? a search by academic year, discipline, and academic performance level

“…For instance, Shugart and Hounshell (1995) concluded that undergraduates who test more competitively in science content were more likely either not to pursue---or pursue only for a short time---a teaching career. Math and science teachers registered, as of 1994, the highest percentages of educators with cumulative undergraduate GPAs in the lowest quartile compared to teachers of all other subjects: 17.2% of math/technology teachers and 15.7% of science teachers registering below 2.74 (or B-average) on a 4.0 scale (U.S. Department of Education, 1996a).…”

“…Further repercussions include negative attitudes toward science, lower student academic performance, and declining scientific literacy (Shugart & Hounshell, 1995) to the point that American students are routinely outperformed internationally in math and science (National Research Council, 2002). For instance, according to the 1999 Trends in International Mathematics and Science Study (TIMSS) Assessment results, U.S. 8th graders rank behind seventeen of 38 other nations.…”

“…In the United States, there is a serious shortage of qualified math and science teachers (Clewell & Villegas, 2001;Clewell & Forcier, 2001;Gafney & Weiner, 1995;Shugart & Hounshell, 1995). Nationally, as of 1993 to 1999, 39% of school districts reported math Research Council, 2002) as a result of the near two-thirds of the nation's experienced educators retiring or leaving the field through the next decade (U.S. Department of Education, 1999).…”

Creating interest in teaching: Science classroom experiences for academically talented college science majors

“…More recently, and more specifically in science, Shugart and Hounshell (1995) investigated the relationship between subject matter competence of college graduates prepared as science teachers and their patterns of entering, leaving, and remaining in teaching. They found that students highly competent in science subject matter were more likely to not choose teaching as a career option.…”