Preparation and Motivation of High School Students Who Want to Become Science or Mathematics Teachers

Abstract

Shortages of science and mathematics teachers are a serious concern in the United States. Despite the implementation of intervention strategies to address this problem at the high school level, little empirical research had been conducted to inform and strengthen these initiatives. This retrospective cohort study used multinomial logistic regression models to predict students’ science and mathematics teaching career intentions at the end of high school. These intentions were most strongly associated with having had an interest in science and mathematics teaching already at the beginning of high school. Other significant predictors included middle school interest in science, technology, engineering, and mathematics careers, high mathematics preparation, and a desire to work with, and help, others. Whereas students interested in science and mathematics teaching shared many motivational features with students interested in other teaching careers, their mathematics knowledge was significantly higher. This research counters blanket stereotypes about teacher ineptitude, while supporting a more positive view of teachers’ motivation to teach. Future interventions targeting high school students should focus on mentorship opportunities and purposeful teaching experiences that mirror the roles science and mathematics teachers play in school life. Such interventions highlight both the potential positive impacts teaching has on students and provide further subject matter exploration. Examples of such programs can range from formalized teaching assistant positions in science and mathematics classrooms to full university partnerships in which colleges of education and science, as well as local school boards/districts, work together to spark interest in science and mathematics teaching among high school students.