Recruitment and retention of traditional vs. non-traditional mathematics and science teachers

This study investigated the relationship among major field of study, prior work experience, main teaching assignment, and recruitment and retention of teachers. The purpose was to determine recruitment and retention factors for non-traditional mathematics and science teachers in the K--12 setting. The study analyzed data gathered by the United States Department of Education's National Center for Education Statistics in their Schools and Staffing Survey of 1993--94 and the Teacher Follow-up Survey of 1994--95. Selected variables from the surveys included: major field of study from the bachelor's degree, work experience prior to teaching, main teaching assignment in current teaching position, plans to remain in teaching, effective steps for keeping teachers, and plans to return to teaching. Motivational theory was the theoretical framework for the study. Cross tabulations and chi square analyses were used to show relationships among field of study, work experience, teaching assignment and recruitment and retention. Significant relationships were shown between retention (length expected to remain in teaching) and main activity prior to teaching, as well as factors of retention (steps to effectively keep teachers) and main teaching assignment.; Recommendations were made for recognizing the changing population of individuals who are entering the teaching field, learning more about the population of non-traditionally trained mathematics and science teachers, and developing strategies and incentives to maintain the motivation of those teachers.