K-12 Teachers Rate the Ability to Affect Students, Lifelong Learning Opportunities & the Variety That Exists in the Field as ...
May 04 2015 - 1:36PM
Business Wire
National Survey Explores the Rewards and
Challenges of the Profession at a Critical Time in U.S. Education
and How Teachers Want Parents Involved in the Classroom
With school districts across the nation1 facing teacher
shortages, current teacher satisfaction and the ability to recruit
new talent to the profession are critical. In honor of Teacher
Appreciation Week (May 4–8) and the invaluable role teachers play
in students’ lives, University of Phoenix® College of Education
surveyed 1,002 K-12 teachers across the country to explore how they
feel about the profession, what can be done to attract high quality
teachers to the field and how they want parents involved in the
classroom. The survey was conducted online by Harris Poll in
April.
A large majority (88 percent) of K-12 educators indicate
satisfaction with their decisions to become teachers and nearly
seven-in-ten (68 percent) teachers who entered the field in the
last ten years would recommend the profession to others.
Seventy-one percent of K-12 teachers say seeing students grow is
what they enjoy most about teaching.
“Teaching is one of the most important, honorable and rewarding
professions,” said Pamela Roggeman, Ed.D., academic dean for
University of Phoenix College of Education and former 17-year K-12
teacher. “At a time when many schools are facing critical teacher
shortages while trying to stay competitive in areas such as STEM
education, all stakeholders must do their part to highlight the
amazing opportunity teachers have to shape tomorrow’s leaders and
recruit candidates to the field who have passion for children and
learning.”
Why Teachers Joined the Profession and Think Others Should
Too
Nearly half (47 percent) of K-12 teachers were inspired to join
the profession by a teacher they had when they were students.
Sixty-nine percent became teachers because they enjoy working with
children, 65 percent had a desire to make a difference in
children’s lives and 30 percent wanted to inspire change in
education.
“The fact that so many educators were inspired by their own
teachers to pursue the profession is an indication of the lifelong
influence teachers have on their students,” said Roggeman.
Top reasons K-12 teachers would recommend the profession to
others include:
- The ability to profoundly affect
students’ lives (68 percent)
- Lifelong learning opportunities (43
percent)
- The variety that exists – no two days
are alike (41 percent)
- Benefits (19 percent)
- Collaboration happening in schools
today (16 percent)
- Technology is bringing new
opportunities into the classroom (15 percent)
- Professional development opportunities
(15 percent)
Workplace Challenges
K-12 teachers are no exception when it comes to facing
challenges in the workplace. Policy development by those outside
the profession (78 percent) is the greatest source of frustration
for teachers, followed by standardized testing (67 percent) and
students’ lack of respect for authority (60 percent).
“K-12 education is one of the most visible and publicly-debated
fields in the nation, so it is not surprising that the public
scrutiny can at times weigh heavily on teachers, but the survey
demonstrates that the benefits of shaping young lives
overwhelmingly outweigh frustrations,” said Roggeman. “There are
also many exciting developments in the field, including innovative
ways to tear down classroom walls and bring concepts to life with
technology. In fact, the survey reveals that 96 percent of teachers
today use technology in their classrooms.”
Improving Teacher Retention
Improving teacher retention is also key to addressing teacher
shortages, says Roggeman. In fact, nearly all (96 percent) K-12
teachers say there are things that should be done to improve
teacher retention.
They cite the following as ways to improve teacher
retention:
- Tuition reimbursement programs (56
percent)
- Mentorship programs that support
teachers in their first few critical years of teaching (53
percent)
- Relevant professional development
opportunities driven by school needs (49 percent)
- Teacher preparation and continuing
education aligned with classroom dynamics – merging theory and
practice (48 percent)
Parent Involvement in the Classroom
Parents are an integral part of learning and nearly all teachers
(97 percent) identify ways they want parents involved in the
classroom. This is not limited to younger grade levels, as 95
percent of high school teachers want parents to be involved. More
than half (56 percent) of K-12 teachers say fewer than 25 percent
of parents are involved in their classrooms.
How teachers would like parents to get involved in their
classrooms:
- Ask about areas for improvement with
their child (63 percent)
- Communicate regularly with them (63
percent)
- Do not wait until there is an issue to
connect with teachers (62 percent)
- Donate supplies (54 percent)
- Volunteer in the classroom (34
percent)
How to Say “Thanks” During Teacher Appreciation Week and Get
Involved in the Classroom Year-round:
- Ask your child’s teacher how to get
involved. Do not forget to share with the teacher how much time
you have, what your talents and strengths are, such as editing
expertise, access to guest speakers, willingness to chaperone
events and desktop publishing/website design.
- Donate a book. Identify a book
that aligns with your child’s curriculum and donate it to the
school library in the teacher’s name.
- Replenish supplies. Find out if
there are any supplies teachers need to get through the end of the
year, pack up the classroom or prepare for the year ahead. Late in
the school year, many classrooms get low on critical supplies.
- Set up an appointment: Schedule
regular check-ins with the teacher about your child’s academic and
social progress.
- Express gratitude in your child’s
words: Ask your child to write a note to the teacher, create a
presentation about what they learned this year or present the
teacher with a collage of his/her favorite moments. This will show
the teacher how much he/she affected your child during the
year.
Tips for Individuals Interested in Exploring the Teaching
Profession:
- Consider becoming a substitute
teacher: Substitute teaching can be a great way to become
engaged in K-12 education and explore different subjects and grade
levels. The best substitute teachers come prepared by familiarizing
themselves with lesson plans and having grade-appropriate
activities ready if the teacher’s absence was not planned. The
day’s news from a newspaper or online news source can be a great
way to spark meaningful dialogue and tie learning to real-world
events.
- Explore diverse routes and programs
that lead to licensure: K-12 students are diverse and benefit
from teachers with diverse backgrounds. Higher education is
becoming more customized every day. There are many options for
those who want to make career changes, are working full-time or
have not been in the classroom for a number of years. Do your
research to determine the best path for your needs and educational
background.
- Volunteer in a school or
classroom: Connect with local schools to determine volunteer
opportunities. If you have a specific area of expertise, offer to
bring a subject matter to life via an in-class presentation or
video conferencing. This is particularly desirable if you work in a
STEM-related field.
- Volunteer with youth organizations
in your community: There are many organizations in the
community that benefit from volunteers, including those for at-risk
youth. The experience can also provide insight into how children
learn and the grade level and subject areas that interest you.
- Be social: Many teachers have
embraced social media as a way to engage with other teachers and
share ideas. Follow education publications and blogs, engage in
social media discussions and read articles about critical K-12
topics, such as Common Core.
- Conduct informational interviews
with teachers and administrators in your district: Talk to
teachers and administrators about the field, the need for teachers
locally, and qualities and preparation that lead to fruitful
teaching careers.
For more information about Teacher Preparation programs,
continuing teacher education and professional development programs
at University of Phoenix, visit phoenix.edu/education.
Survey Methodology
This survey was conducted online within the United States by
Harris Poll on behalf of University of Phoenix between April 14 and
27, 2015. Respondents included 1,002 U.S. residents employed
full-time as teachers in grades K-12 who have at least an
undergraduate degree. For complete survey methodology, including
weighting variables, please contact Tanya Burden at
tanya.burden@apollo.edu.
About University of Phoenix College of Education
University of Phoenix College of Education has been educating
teachers and school administrators for more than 30 years. The
College of Education provides associate, bachelor’s, and master’s
degree programs for individuals who want to become teachers or
current educators and administrators seeking advanced degrees to
strengthen their professional knowledge. With education programs
available throughout most of the U.S., the College of Education has
a distinct grasp of the national education picture and priorities
for teacher preparation. Faculty members on average bring more than
17 years of professional experience to the classroom. For more
information, visit www.phoenix.edu/education.
About University of Phoenix
University of Phoenix is constantly innovating to help working
adults move efficiently from education to careers in a rapidly
changing world. Flexible schedules, relevant and engaging courses,
and interactive learning can help students more effectively pursue
career and personal aspirations while balancing their busy lives.
As a subsidiary of Apollo Education Group, Inc. (Nasdaq: APOL),
University of Phoenix serves a diverse student population, offering
associate, bachelor’s, master’s and doctoral degree programs from
campuses and learning centers across the U.S. as well as online
throughout the world. For more information, visit
www.phoenix.edu.
1 U.S. Department of Education: Office of Postsecondary
Education, “Teacher Shortage Areas Nationwide Listing: 1900-1991
through 2015-2016,”
https://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf
University of PhoenixTanya Burden,
303-570-0617Tanya.Burden@apollo.edu
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