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After data was collected it was found that those respondents with fewer educated parents were more likely to choose a teaching career, this was as a result of the analysis of data aimed at collecting the family background of the individuals who were pursuing the teaching career. Analysis also showed that career decisions was found to be narrated to the course of studied at academy or university. It was found that social science course studied led to individuals choosing a teaching career.
Other factors identified to have contributed to the choice of career include the possibility of sharing perception, job satisfaction and the width of holidays. On sharing the learning it was found out that teachers did not take this factor seriously, non of the teachers took the portion of this part of their job as significant, the width of holidays associated with the career was also not an important factor in choice of career, however the job satisfaction part was an important factor in determining the choice of career, due to the individuals motivation and their love for the job they were satisfied with their job and their choice of career depended on the job satisfaction factor.
The questionnaire was to collect information regarding the individual��s background, education level and after the questionnaire was prepared it was pre tested to retard whether it was detached, and after verification the questionnaires were mailed to the respondent and the information collected and compiled to undertake statistical inferences.
Findings:
Of the 3 individuals interviewed two were marital and one was unattached, one was woman and two were man and for this reason the haphazard sample was not gender biased and therefore the outlooks of either gender was considered in the study. The study involved mailed questionnaires and all the questionnaires were returned and data was analysed
After the questionnaires were returned the file was analysed to make sure whether the respondent had similar patterns in the determination of the career choice, some of the factors identified that had led to career choice was education level. From the data it was found out that the level of education played a major role in determining what the position the individual was to take in the society.
INTRODUTION
The cardinal intention of this research was to identify determinants of an individual to choose a teaching career. It surveyed the influencing factors of family background, the values that people attached to the teaching job and their own perceptions of their job. The research data was to be collected using a research questionnaire which was prepared and pre tested to check whether it was biased, the sample was randomly chose and the questionnaires were mailed to the correspondent rod after the questionnaire was returned data was compiled to undertake statistical inferences.
Policies fathom to boost teachers presume that the number of teachers can be increased by increasing the rewards and salaries financial incentives, this assumption is relevant in the short run, however it is eveident that choice of career is largely influenced by socio economic factors and at the same time cultural background. The Social determinant different from the other factors in that they are longe term while economic factors are only short term determinants.
Male and female students did not appear to show any difference in their responses to these financial incentives. Exemption of fees appeared to be the most effective in influencing the career decisions of non-white students. These findings have (periodically negative) implications for policies to increase ITT recruitment of ethnic minorities and those in shortage subjects.
Training grants and deficit subject bursaries were the two incentives most warmhearted known in students and certified to be most influential in getting those who were interested in teaching come from teacher education. It was telling in attracting those who were yet amused in teaching, but not those studying deficit subjects by university. Training salaries made it easier fall butme to give up their job, but naturally did not act as a ��carrot�� to those who had not considered teaching. Many had applied for lesson portal before the schemes were announced, meantime others would have gone into exercise anyway,ed hardy outlet online, though many later, later they have saved up enough. This point was clearly illustrated by PGCE students in the focus group interviews.
Criminology
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The two incentives that were threaten to influence people��s career choice were the offer of training salaries and the exemption from fees (Table 4). Shortage subject bursaries arose to be the fewest effective (because they apply only to a subset of cases). Shortage subject bursaries and exemption of fares also did not seem to be effective in persuading maths and science students. Maths and science students were the most likely to be influenced by the ��golden handcuff�� deal likened to students in other subject groups, and fewest likely to be influenced by the offer of training grants.
Abstract:
The research paper uncovers the determinants of individuals who choose to be teachers, questionnaires were secondhand to generate evidence which was collected and analysed, some factores were identified as having influenced the choice of teaching as a career and this included social and economy factors. The study found out that opener determinant of individual possibility to choose a teaching career was kin background, financial incentives such as the salary and other benefits, it was also evident that career choice was also motivated by other intrinsic rewards that individuals would acquisition in the process, also the outlook that cheap disburse and low job status was not a factor that would discourage those who wanted to chose a teaching career.
Fran and Catherine: Oh yes.
Lack of publicity regarding these incentives seemed to be an publish. Some remarks made by students in their questionnaire returns with greeting to these incentives included:
Throughout my degree course, no one actually came to argue us to go into teaching.
3rd year Law student
I am interested in teaching but not sure how to get into it, whether my law degree is enough, and what variety of qualifications I would need.��
PGCE maths students also applied before the policy came into area and for some it did make it easier for them get cracking training.
Nina: I muse for I sort of applied late on and I hadn��t truly thought almost training salary didn��t actually you know haven��t been keeping up with that so I wasn��t sure, but I guess I just knew that for it��s what I truly wanted to do that I would have the patronize of my parents I guess so I knew that I��d be able to struggle via this with my parents. Just creature in that lucky location and you know��
Hannah: I had the promise of that support from my mother and dad as well which, which because I didn��t know when I was going to get this training salary because I live in the Isle of Man and they have another rules and anything, but I was just so relieved when I did��
Jemma: I would have just done it a lot later. I would have done it like 10 years down the line if they haven��t offered the salary.
Nicola: I would have done it later as well (Jemma,supra sneakers, and Edward would have done it later as well)
PGCE history students
Nick: I conceive the answer to inquire about our motivation is which of us was motivated by the 6,000 grant. I personally wasn��t.
Anthony: I wasn��t because I applied before.
Nick: In retrospect, the same I didn��t realise when I applied because I want to teach, but now knowing how much it cost��.
Tom: Same here
Andy: I applied before. It didn��t attract me, I only come in before��
Charlotte: I probably would maybe have waited for two or three years until my babies are older and I wouldn��t need to pay childcare.
Training in teaching career and the pursuance of social science were also found to be contributing factors in the choice of career, the respondents reported to have a quite assured experience when undertaking their education to become teachers, the assured experience at school offered an chance that led them to choose to become teachers deserving to the positive knowledge towards the education tradition. For this reason therefore the personal experience at school is also a factor that influences the choice of career, positive experience of the individual in early years of school influenced them to choose the career. Negative experience at the early years of school will therefore lead to a negative perception towards the teaching career.
CONCLUSION
This study reminds us that merely introducing monetary incentives to recruit teachers namely insufficient. Individual determinations apt instruct rely, to a massive amplitude, above the amounts attached to a job and perceptions of education. My findings reveal that there are fundamental inconsistencies among non-teachers and confirmed teachers for to what they look for in a job and in their perceptions of teaching. This study and that of Smithers and Hill (1989) revealed that those who had not considered teaching were more presumable to penetrate it for offering intrinsic rewards and person-oriented satisfaction but were more presumable to be stimulated by extrinsic rewards. On the additional hand, those who work into teaching were no probable to reside ashore unless their experiences with students and the school, in common, are awarding. Clear courses appear, not merely for policymakers, but likewise principals and school administrators. Teaching have to be seen as an attractive and financially favorable career. At present, policy is too much focused on instructor exercising and the incentives and barriers to that, and the shake from exercising to post. If these results are to be believed, then go to improve the status and vocational reputation of teachers in later vocation will be fair as important, long-term, in preoccupying high-quality students to the calling.
Table 4 �C Reported influence of financial incentives
Career decisions
Confirmed teacher (n= 550)%
Marginal teacher (n=621) %
Non-teacher(n=674) %
Offer of training salaries
78
78
36
Promise of shortage subject bursaries
40
54
24
Exemption of fees
75
76
36
��Golden handcuff�� deal
32
60
33
The respondent also reported to have been motivated by intrinsic factors which included job satisfaction and the interest in the teaching job, whatsoever they reported not to have been inspired by job status and salary. However the teachers reported that job security ewas a determining factor in the choice of career, teachers favored to become teachers because of job security that is not apparent in other types of jobs. Therefore in this case the respondent agrteed to have been inspired by the level of job security associated with the career.
The respondents also admitted that the career was very rewarding; the respondents agreed that teaching was entreating to them and this is because they believed that the career offered them values they were looking for in a job. They reported that teaching was a rewarding career along to them than other careers accessible, this was in terms of financial rewards and other incentives associated with the career.
English PGCE students:
Anna: I umm.. I average the thing is because I applied really early on the course really really really on and I knew that I wanted to do it, and I��d already taken a year to work to attempt to save some money up and so really it��s a wonder when the training salaries were announced.
Michelle: Like me I applied before the salary was introduced. I am like Anna, I applied to do the course and, and was accepted on the course before the training salary was announced so it was a nice surprise �C and accurate the same I didn��t entirely forecast how much it probably would spend to do it, and I��m living at family. I mean I��m actually not even paying hire but I��m driving a motorcar daily and you know, so the mini expense I didn��t even forecast before.
REFERENCES
Bloomfield, A. and Selinger, M. (1994) Magic moments in mathematics teaching. Mathematics Teaching, Vol. 147, pp. 20-3
Coe, R. (2002) What is efficacy size? Building Research Capacity. November 2002. Issue 4. Cardiff University
Finch, H. (1986) Talking of teaching. London: Social and Community Planning Research
Fraser, H. Draper, J. and Taylor, W. (1998) The quality of teachers�� professional lives: teachers and job satisfaction. Evaluation and Research in Education, Vol. 12, No. 2, pp. 61-71
Gorard, S. (2001) Quantitative methods in educational research: the role of numbers made cozy. London: Continuum
Gorard, S. and Rees, G. (2002) Creating a learning society? Learning careers and policies for lifelong knowledge. Bristol: The Policy Press
Heafford, M. and Jennison, B. (1998) Destined to teach: a case study of a post-graduate certificate of education cohort over 16 years. Journal of Education for Teaching, Vol. 24, No. 2, pp. 147-164
House of Commons (1997) Education and Employment Committee First Report. Teacher recruitment: what can be done? Vol. II. London: The Stationery Office
Howson, J. (1999) Waiting for the dust to settle Times Educational Supplement. 8 January, First Appointments, p. 2
Johnson, S.M. and Birkeland, S.E. (2003) Pursuing a ��Sense of Success��: new teachers annotate their career decisions. American Educational Research Journal. Fall, Vol. 40, No. 3, pp. 581-617
Kyriacou. C. Benmansour, N. Coulthard, M. Hultgren, A. and Stephens, P. (2002). In Ross, A. (ed.) (2002) Emerging Issues in Teacher Supply and Retention: proceedings of the second session of the Teacher Supply and Retention Project held at the University of North London. London: Institute for Policy Studies in Education
Lock, R. (1993) Problems in the early careers of biology teachers and progress further the probationary year. Journal of Biological Education, Vol. 27, No. 1, pp. 47-50.
Newson, G. (1993) Classes of the eighties: York PGCE mathematics students �C where are they now? Mathematics Education Review. Vol. 2, pp. 21-7
Pallant, J. (2001) SPSS survival manual: a step by step guide to data analysis using SPSS. Buckingham: Open University Press
Reid, I. and Caudwell, J. (1997) Why did secondary PGCE students select teaching as a career? Research in Education. November, No. 58, pp. 46-58
Robinson, P. and Smithers, A. (1998) Teacher supply 1998. Passing problem or impending crisis. Liverpool: University of Liverpool, Centre for Education and Employment Research
See, BH., Gorard, S. and White, P. (2004) Teacher demand: crisis, what crisis?, Cambridge Journal of Education, 34, 1, 103-123
Smithers, A. (1990) Teacher loss. Interim report to the Leverhulme Trust, January Manchester: School of Education
Smithers, A. and Hill, S. (1989) Recruitment to physics and numbers teaching: a identity problem? Research Papers in Education, Vol. 4,Christian Louboutin sale, No, 1, pp. 3-21
3rd year Law student
There ought be more publicity whether the incentives were to be effective. Many of us have not listened of these incentives at always. We are not conscious of their subsistence.
2nd year Language & Communication student
I have considered teaching in the secondary sector but still undecided whether to go into teaching or not. The reason for my indecision is the lack of information available. I don��t have any clue of what to do .
2nd annual Accountancy student
Had no message about teaching, rather get a job.
Have not been given any information regarding being teacher.
Marnie: I applied before.
Toby: So do I. (There was general accord �C students nodding their heads)
Fran: I was going to apply about 3 or 4 years antecedent. I actually got the petition fashion, resolved where I was going to apply to and I was acquiring about 14,000 pounds at that period, not a colossal value of money but then the grant that I would have got for act the PGCE was 1,000 pounds and I thought that was silly I��m going to scamper into so much debt, what��s the point, you know,vibram running, I��ll put it off and I��ll try something another, so I tried dissimilar couple of jobs umm, and then when I resolved that I was going to reapply definitely at the time they said you��d get two and a half thousand pounds and then when they mention you��ll get 6 thousand pounds it all agreed with me application, I said magnificent really agreeable,christian louboutin wedges, really good.
Interviewer: So you��ve already made the decision even before these policies came into being, but that policy did help you.
STRB (1999) Eighth Report. London: The Stationery Office
Wellington, J.J. (1982) Straight from the horse��s mouth: physics undergraduates�� viewpoints to teaching. Durham and Newcastle Research Review, Vol. 10, No. 49, pp. 21-2
Notes:
This work was funded by ESRC grant digit R42200034537
The rejoinder rate varies between subject groups, and was made difficult to count in specific departments by the presence of abroad students in teaching groups.
This file was added to the Education-line database on 12 November 2004
Despite the rewards associated with the teaching career the respondents Confirmed that teachers more likely to have massive workload and also were underpaid for the services they offered, however this did not put them off from agreeable teachers or even leaving their jobs due to the intrinsic motivation associated with the career. On job status the teachers viewed their job has a job with middling status, for this reason they did not feel inferior to talk about their career to other professionals.
The respondents also confirmed that when choosing the career as teachers they were well aware of the financial rewards associated with the career
for teaching when deciding upon a career. When their responses were entered into the logistic prototype, the precision of predicting who were threaten to be teachers and non-teachers increased from 90% to 94%, while that for confirmed and marginal teachers increased from 80% to 81%. This shows that financial incentives did not dramatically change individual career maneuvers, though they did make it easier for those who wanted to teach to go into teaching. As determinants of career choice financial incentives were not as important as the values people additional to a job and their perceptions of teaching. They did not appear to have much influence in persuading non-teachers into teaching. These are people who have already made up their ideas about their career routes and would not be likely to be persuaded otherwise. Those who reported that they were most likely to be persuaded by these incentives were peripheral teachers (Table 4).
From the data collected it was found out that individuals chose the career due to influence of family members, in the case where family members were teachers the other members had a lofty possibility that they would comesintoseffect the same role in the society. The respondents viewed the family members as role models and for this reason they would get cracking the same roles as their relatives.
The other ingredient that led to the choice of career is the training backdrop, having effected a definite class of schooling then the individual had no adoption but to become a teacher, for this cause accordingly it is accordingly considered that education and the type of courses undertaken melodrama a major role in determining what role the individual was to play in the society.
Teachers career choice is also believed to have been influenced by what the individuals value in the job and their perceptions of the teaching career, this research periodical is therefore aimed at identifying these factors and how they have influenced career choice in the society
Method
The study involved three respondents from a regional school, the sample was randomly selected from the teachers menu of the school and permission to undertake the research was acquired from relevant authorities, A mailed questionnaire was sent to the respondents who were expected to return the complete questionnaire among two days.

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