Factors Influencing Participation in Technology Education Graduate Studies

Abstract

Currently, there is a lack of information as to the causes in the decline in technology educators pursuing an advanced degree. Without increasing the number of graduate degrees in technology teacher education, the baccalaureate degree major of technology education may vanish and, consequently, technology education courses will no longer be provided to the nation's middle school and high school students. The purpose of this research was to identify the factors that influence enrollment in technology teacher education graduate programs, both doctoral and master's levels. This study examined both positive factors, those that influence technology education teachers to enroll in graduate education, and negative factors, barriers that deter teachers from entering either a doctoral or master's degree program. The results show that several influencing factors and barriers are shared among several groups. The influencing factors include personal goals and desires and the university's geographical location. The barriers include the university geographical location and time commitment. While some of these factors are difficult to adjust, such as the university's geographic location, other factors such as personal goals and desires, time commitment, and program and faculty quality are flexible. (Contains 4 tables.)