Hierarchy of Needs of Persistent Mathematics and Science Teachers

Rinat Arviv-Elyashiv^1, and Adiv Gal²

¹Research Authority, Kibbutzim College of Education, Technology and the Arts, Tel-Aviv, Israel

²Sciences Department, Kibbutzim College of Education, Technology and the Arts, Tel-Aviv, Israel

Cite this paper:
Rinat Arviv-Elyashiv and Adiv Gal. Hierarchy of Needs of Persistent Mathematics and Science Teachers. American Journal of Educational Research. 2017; 5(7):683-693. doi: 10.12691/education-5-7-1

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 non-anonymous 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.

Keywords:
teachers shortage teacher career decisions mathematics and science teachers hierarchy of need

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Ogunniyi, M.B.I. and Rollnick, M, “Pre-service science teacher education in Africa: Prospects and Challenges”, Journal of Science Teacher Education, 26(1), 65-79, February 2015.
[2]	Schleicher, A, Ed., Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from Around the World. OECD Publishing, 2012.
[3]	Donitsa-Schmich, S. and Zuzovsky, R, “Teacher supply and demand: The school level perspective”, American Journal of Educational Research, 2(6), 420-429, April 2014.
[4]	Hanushek, E.A., Kain, J.F. and Rivkin, S.G, “Why public schools lose teachers?”, The Journal of Human Recourses, 39(2), 326-354, December 2002.
[5]	Broughman, S.P., and Rollefson, M.R, Teacher Supply in the United States: Sources of Newly Hired Teachers in Public and Private Schools, 1987-88 to 1993-94. USA Department of Education, Office of Educational Research and Improvement, Washington DC, 2000.
[6]	Ingersoll, R.M. and Pedra, D, “Is the supply of mathematics and science teachers sufficient?”, American Educational Research Journal, 47(3), 563-594, September 2010.
[7]	Murphy, P., DeArmond, M. and Guin, K, “A national crisis or localized problems? Getting perspective on the scope and scale of the teacher shortage”, Education Policy Analysis Archives, 11(23), 1-18, November 2003.
[8]	Mangrubang, R.F, “Issues and trends in science education: The shortage of qualified science teachers”, American Annals of the Deaf, 150(1), 42-46, May 2005.
[9]	Wargen, Y. Teachers Shortage - Update Document. Jerusalem: Government Research Center, 2013, (Hebrew).
[10]	Kersaint, G., Lewis, J., Potter R. and Meisels, G, “Why teachers leave: Factors that influence retention and resignation”, Teaching and Teacher Education 23(6), 775-79, August 2007.
[11]	President’s Council of Advisors on Science and Technology, PCAST K-12 Education in Science, Technology, Engineering and Math (STEM) for America’s Future. Washington DC: Publication Version. Retrieved [16/2/2017] from http://stelar.edc.org/publications/prepare-and-inspire-k-12-ducation-science-technology-engineering-and-math-stem, 2010.
[12]	Dawson, V, “Factors influencing pre-service teachers' decisions to become secondary science and mathematics teachers”, Teaching Science, 53(4), 28-31, Summer 2007.
[13]	Evans, L, “Addressing problems of conceptualization and construct validity in researching teachers’ job satisfaction” Educational Research, 39(3), 319-331, Winter 1997.
[14]	Ingersoll, R.M. Merrill, L. and May, H, “Retaining teachers: How preparation matters”, Educational Leadership, 69(8), 30-34, May 2012.
[15]	Ingersoll, R.M, “Understanding supply and demand among mathematics and science teachers”, In: Teaching and Science in the 21st Century, edited by Jack Rhoton and Patricia Shane, (Arlington, Va.: NSTA Press), 2006, 197-211.
[16]	Moin, L.J., Dorfield, J. and Schunn, C, “Where can we find K-12 science and math teachers? A search by academic year, discipline and academic performance level”, Science Education, 89(5), 980-1006, September 2005.
[17]	Arviv-Elyashiv, R. and Zimmerman, V, “Which teachers are liable to drop out? Demographic, occupational and institutional characteristics of teaching drop-outs”, Dapim, 59, 175-206, December 2015 (Hebrew).
[18]	Rinke, C.R, “Understanding teachers’ careers: Linking professional life to professional path”, Educational Research Review, 3(1), 1-13, December 2008.
[19]	Rumberger, R.W, “The impact of salary differentials on teacher shortages and turnover: The case of mathematics and science teachers”, Economics of Education Review, 6(4), 389-399, December 1987.
[20]	Ronfeeldt, M., Loeb, S. and Wyckoff, J, “How teacher turnover harms student achievement”, American Educational Research Journal, 50(1), 4-36, February 2013.
[21]	Siebert, W.S. and Zubanov, M, “Searching for the optimal level of employee turnover: A study of a large U.K. retail organization”, The Academy of Management Review, 52(2), 294-313, April 2009.
[22]	Cabansag, M.G.S, “Career motivational beliefs and teachers’ pattern of behavior towards science teaching”, Journal of Arts, Science and Commerce, 4(4), 1-12, October 2013.
[23]	Shen, J., Leslie, J.M., Spybrook, J.K. and Ma, X, “Are principal background and school processes related to teacher job satisfaction? A multilevel study using schools and staffing survey 2003-04”, American Educational Research Journal, 49(2), 200-230, April 2012.
[24]	Skaalvik Einar, M. and Skaalvik, S, “Teacher self-efficacy and teacher burnout: A study of relations”, Teaching and teacher Education, 27(6), 1059-1069, May 2010.
[25]	Mark A., Tietjen, M.A. and Myers, R.M, “Motivation and job satisfaction.” Management Decision, 36(4), 226-231, April 1998.
[26]	Herzberg, F., Mausner, B. and Snyderman, B.B, Motivation to Work, John Wiley and Sons Inc., New York, NY, 1959.
[27]	Deci, E.L. and Ryan, R.M, Intrinsic Motivation and Self-Determination in Human Behavior, Plenum, New York, 1985.
[28]	Ryan, R.M. and Deci, E.L, “Intrinsic and extrinsic motivations: Classic definitions and new directions”, Contemporary Educational Psychology, 25(1), 54-67, January 2000.
[29]	Mau, W-C., Ellsworth, R. and Hawley, D, “Job satisfaction and career persistence of beginning teachers”, The International Journal of Educational Management, 22(1), 48-61, January 2008.
[30]	Place, W.A, “Career Choice of education: Holland type, diversity and self-efficacy”, Journal for a Just and Caring Education, 3(2), 203-2014, April 1997.
[31]	Borman, G.D. and Dowling, M.N, “Teacher attrition and retention: A meta-analytic and narrative review of the research”, Review of Educational Research, 78(3), 367-409, September 2008.
[32]	Kelly, S, “An event history analysis of teacher attrition: Salary, teacher tracking and socially disadvantage schools”, Journal of Experimental Education, 72(3), 195-220, Spring 2004.
[33]	Ladd, H.F, “Teacher labor market in developed countries”, The Future of Children, 17(1), 203-217, Spring 2007.
[34]	Ingersoll, R.M. and Smith, T.M, “The wrong solution to the teacher shortage”, Educational Leadership, 60(8), 30-33, May 2003.
[35]	Tillman, W.R. and Tillman, J.C, “And you thought it was the apple: A study of job satisfaction among teachers”, Academy of Educational Leadership Journal, 12(3), 1-18. September 2008.
[36]	Milanowski, A, “An exploration of the pay levels needed to attract students with mathematics, science and technology skills to a career in K-12 teaching”, Education Policy Analysis Archives, 11(50), December 2003.
[37]	Frase, L.E, Maximizing People Power in Schools: Motivating and Managing Teachers and Staff, Corwin Press, Inc., Newbury Park, CA, 1992.
[38]	Hillier J., De Winter, J. and Twidle J, “I could enjoy teaching: Th a e case of physics”, Canadian Journal of Science Mathematics and Technology Education, 13(3), 287-302, August 2013.
[39]	Watt, H.M.G. and Richardson, P.W, “Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers”, Learning and Instruction, 18(5), 408-428, October 2008.
[40]	Watt .M.G., Richardson, P.W. and Wilkins, K, “Profiles of professional engagement and career development aspirations among USA preservice teachers”, International Journal of Educational Research, 65(1), 23-40, January 2013.
[41]	Caprara, G.V., Barbabanelli, C., Steca, P. and Malone, P.S, “Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement; A study at the school level”, Journal of School Psychology, 44(6), 473-490, December 2006.
[42]	Klassen, R.M. and Chiu, M.M, “Effects on teachers’ self-efficacy and job. satisfaction: Teacher gender, years of experience, and job stress”, Journal of Educational Psychology, 102(3), 741-756, August 2010.
[43]	Klassen, R.M. and Chiu, M.M, “The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context”, Contemporary Educational Psychology, 36(2), 114-129, April 2011.
[44]	Skaalvik E.M. and Skaalvik, S, “Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion”, Teaching and teacher Education, 26(6), 1059-1069, August 2011.
[45]	Ware, H. and Kitsantas, A, “Teacher and collective efficacy beliefs as predictors of professional commitment”, Journal of Education Research, 100(5), 303-310, August 2010.
[46]	Billingsley, S.B. Special Education Teacher Retention and Attrition: A Critical Analysis of the Literature, Center on Personnel Studies in Special Education, University of Florida, 2003, 1-19.
[47]	Johnson, S. M. and Birkeland, S, “Pursuing a ‘sense of success’: New teachers explain their career decisions”, American Educational Research Journal, 40(3), 581-617, January 2003.
[48]	Cobb, C, “Principals play many parts: A review of the research on school principals as special education leaders 2001-2011”, International Journal of Inclusive Education, 19(3), 213-234, March 2015.
[49]	Ejiwale, J.A, “Barriers to successful implementation of STEM education”, Journal of Education and Learning, 7(2), 63-74, May 2013.
[50]	Ingersoll, R.M, “Teacher turnover and teacher shortages: An organizational analysis”, American Educational Research Journal, 38(3), 499-534, September 2001.
[51]	Ingersoll, R.M. and Karlik J.M, The Impact of Mentoring on Teacher Retention: What the Research Says, Education Commission of the States, Denver, 2004, 1-24.
[52]	Peters, J. and Pearce, J, “Relationships and early career teacher resilience: A role for school principals”, Teachers and Teaching: Theory and Practice, 18(2), 249-262, December 2011.
[53]	Swars, S., Meyers. B., Mays, L., and Lake, B, “A two-dimensional model of teacher retention and mobility”, Journal of Teacher Education, 60(2), 168-183, March 2009.
[54]	Wood, A.L, “The importance of principals: Site administrators' roles in novice teacher induction,” American Secondary Education, 33(2). 39-62. March 2005.
[55]	Yogev, A, “The Dovrat report and the teachers: For whom will the bells toll?” In: Toward an Educational Revolution, edited by Dan Inbar, 177-84. Jerusalem and Tel Aviv: The Van Leer Jerusalem Institute and Hakibbutz Hameuchad, 2006 (Hebrew).
[56]	Blass, N, Is There a Shortage of Teachers? Policy Paper 14. Taub Center for Social Policy Studies in Israel, Jerusalem, 2010 (Hebrew).
[57]	Central Bureau of Statistics, Annual Statistic Data in Israel 2015, Vol, 66, Jerusalem, 2016 (Hebrew).
[58]	Arviv-Elyashiv, R., and Zimmerman, V, Teacher Attrition in Israel: Who Is the Dropout Teacher? And How Does the Educational System Cope with this Phenomenon? Research Report, MOFET Institute, Tel Aviv, 2013 (Hebrew).
[59]	Central Bureau of Statistics, Graduates (B.Ed.) from the Educational Teaching Colleges: Satisfaction, Continuing Studies and Employment 2003, Central Bureau of Statistics, Jerusalem, 2011 (Hebrew).
[60]	Pamu, M.R, “Early career teacher' quit intention: Implication for teacher education,” International Journal of Educational Management, 24(6). 478-491. April 2010.
[61]	Ingersoll, R.M. and May, H, “The magnitude, destinations and determinates of Mathematics and science teacher turnover,” Educational Evaluation and Policy Analysis, 34(4). 435-464. December 2012.
[62]	Levačić, R, “Teacher incentives and performance: An application of principal-agent theory,” Oxford Development Studies, 37(1). 33-46. March 2009.