The career satisfaction, future plans, and personal characteristics of Tennessee public school science and mathematics teachers in 1985

The purpose of this study was to determine the demographic profile of the general population of Tennessee secondary school science and mathematics teachers; their general levels of job-related satisfaction; their future plans; their perceptions of the extent to which they possess certain skills and abilities, the values which they place upon certain job-related variables, and their achievement in the teaching profession; and if any relationships existed among the variables. The population for this study consisted of certified secondary school science and mathematics teachers employed in Tennessee during 1985. A sample of 292 science teachers and 297 mathematics teachers was mailed a questionnaire containing demographic questions and statements concerning job/career satisfaction, selected skills and abilities, job/career values, and job/career achievements. A total of 404 (69.66 percent) teachers responded with usable questionnaires.

The major findings of the study included:

1 . As a group, science and mathematics teachers are highly educated with over 60 percent having graduate degrees.

2. Almost one-half of the teachers responded that they were "Somewhat" or "Not at all" likely to rechoose education as a career.

3. In written comments, teachers indicated that an improvement in extrinsic factors would improve their job satisfaction.

4. In five years, approximately 35 percent of the science and mathematics teachers anticipate leaving the public school classroom. Attrition increases to approximately 55 percent in ten years.

5. As a group, science and mathematics teachers show signs of dissatisfaction with teaching.

6. Regression analysis linked satisfaction with valuing and achieving a sense of doing well; recognition from family, friends, students, administrators, and supervisors; a chance to contribute to important decisions; and valuing opportunities to learn. Satisfaction with teaching appears to be linked to intrinsic rewards.

7. Although science and mathematics teachers are highly educated in disciplines which lend themselves to the use of technologies such as computers, they rated themselves relatively low in their abilities to use computers and to analyze printouts.