Aspirations and the Factors Influencing High Achievers’ Choice to Teach: The Cambridge University PGCE (Post-Graduate Certificate in Education) Trainee

• In Event: Factors Influencing Teaching Choice (FIT-Choice): International Perspectives

Abstract

Objectives & Framework: The teacher training program at the University of Cambridge is considered the top ranked teacher preparation program in the United Kingdom (Times Education and Ofsted Inspection Results). Students accepted in this highly competitive program have undergraduate examinations scores equal to, or higher than, students applying for graduate programs in other fields at the University. Thus, the program is somewhat unique in its ability to attract highly qualified teacher trainee candidates. The purpose of this paper is to explore these high achieving trainees’ reasons for choosing teaching as a career, their perceptions of teaching as a career and their motivations for the choice. Additionally, the study considers their aspirations as professional teachers and their intentions to remain in, or leave, the profession.

Methods & Data: 323 students enrolled in Cambridge’s Post-Graduate Certificate in Education (PGCE) (both primary and secondary) were surveyed using the FIT-Choice questionnaire (Watt & Richardson, 2007) in Fall 2010. Questionnaires were distributed during course lectures resulting in a high response rate (94%).

Results: Those enrolled in Cambridge’s post-graduate certificate in education tended to perceive teaching positively and chose teaching proactively. Few chose teaching as a fallback career (M=1.79 on 7-point scales). They perceived teaching to have high intrinsic value as a career (M=5.38) and to be a difficult profession (M=6.29) requiring expertise (M=5.47). For these students, the social utility reasons for teaching as a career outweighed all personal utility reasons. Respondents rated highly the importance of making a contribution (M=5.44) and working with children (M=5.46) whereas they rated job security (M=4.89) and time for family (M=3.39) lower. Only 20% had ever considered another career choice and more than 85% had been considering teaching for 2 years or more prior to enrolling in the PGCE. Additionally, their aspirations as teachers were similarly high: claiming to pursue high levels of effort (M=6.57), professional development (M=6.20), leadership aspirations (M=5.44) and persistence (M=5.40). Despite these seemingly high levels of positive perceptions of teaching and aspirations as professionals, 45% of them do not intend to stay in the classroom for their entire career. That is, a significant group of these teacher trainees see teaching as a temporary career where they can obtain social utility goals but then can go on to pursue other interests.

Significance: The perception of the teaching profession is often that it does not attract “the best and the brightest”. The Cambridge cohort demonstrates that the best can be, and are, attracted to teaching. Their reasons concern maximizing their ability to make a social difference which may vary from the reasons attracting lower achieving students. This is consistent with the rationale used effectively by Teacher First UK, Teach for All, and Teach for America to attract high achievers into teaching. If we are to retain these people within the profession, more needs to be done to demonstrate that other career interests such as leadership are also possible to achieve in schools. That is, attention to retention of these highly engaged professionals is needed.

Authors

• V. Darleen Opfer, RAND Education

• Elaine G. Wilson, University of Cambridge

• Peter Gronn, University of Cambridge