Comparing K–12 STEM Teachers' College of Preparation: Effects on Preparedness, Autonomy, and Commitment to Teaching

• In Event: Roundtable Session 51
  In Roundtable Session: Issues in Postsecondary Education: What We Can Learn From National Databases

Abstract

This study analyzes the Teacher Questionnaire of the School and Staff Survey (SASS) for 2011-2012 to determine if there are differences by the college or school of preparation for STEM teachers with respects to preparedness to teach, autonomy in the classroom and commitment to teaching. Teachers were grouped into either “College of Education” or “College of Science” trained STEM teachers, as well as by grade bands. Results show that “College of Science” prepared STEM teachers self-perceive more autonomy in the classroom, while there was no difference for perception of preparedness. “High School” teachers when compared to the other groups also felt more autonomous and more committed to the teaching profession than “Elementary” or “Middle School” STEM teachers.

Authors

• Luke C. Lyons, Texas A&M University - College Station

• Jennifer G. Whitfield, Texas A&M University - College Station

• Hersh C. Waxman, Texas A&M University