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Survey attempts to improve teacher prep numbers

“The Case of the Missing Teachers” has educators around the state scratching their heads. The mystery: Why has enrollment in teaching credential programs been dropping when the need for new teachers hasn’t?

Results of a survey by professors at Sacramento State may have uncovered the answers. They include misinformation and misperceptions about the prospects for employment and length of time needed to get a teaching credential, as well as familiar fears related to testing requirements and salary.

The pilot study, which may be replicated at other campuses, looked at barriers to pursuing a credential, says Deidre Sessoms, director of Teacher Preparation and one of the teacher education professors involved in the process. They surveyed two populations: undergraduates who might consider going into a credential program after graduation, and students who had applied and been accepted to the Sacramento State program but decided not to attend.

Other professors who took part are: Robert Pritchard, Nadeen Ruiz and Bruce Ostertag, chairs of the departments of Teacher Preparation, Bilingual/Multicultural Education, and Special Education, Rehabilitation and School Psychology, respectively; Karen Harobin chair of Child Development; Virginia Dixon, associate dean for the College of Education; Adriana Echandia, equity coordinator for the College of Education; and former Teacher Education professor Ken Futernick, now with the Chancellor’s Office, who administered the survey and analyzed the results.

The undergraduate survey looked at 350 students in courses that might attract aspiring teachers, such as history and social sciences, as well as introductory chemistry and math courses. More than half said they would be interested in becoming a teacher and 41 percent said they were likely to apply to Sacramento State. Among the unexpected results—about one-third of nursing students surveyed said they were interested in being a teacher. More than half the biological sciences students and half the psychology students expressed interest as well.

So what’s keeping them from doing so? Surprisingly, most aren’t worried about working conditions. The top concern is that they won’t make enough money.

While that’s not an issue the University can fix, the study found other areas of concern could be treated with the right information, such as worries about employment prospects. Sixty-five percent of those interested in teaching were concerned that they wouldn’t get a job and 68 percent were concerned about layoffs.

Sessoms says some of this apprehension comes from misinformation. When students were asked what makes them think they won’t get a job, students say they’ve read that schools are closing. “Yes, that’s true,” Sessoms says, “but elsewhere new schools are opening.”

Sessoms also points to stories of the “pink slip” phenomenon, the bureaucratic process where every spring groups of teachers are handed layoff notices only to be rehired in the fall. A CSU system and Sacramento State study found 96 percent of graduates were teaching the year after getting a credential. Of those, 82 percent taught the whole year, while the others taught at least part-time.

Other concerns included the number of required tests, an issue raised by 63 percent of respondents. Testing requirements are set by the state of California but the University is implementing a number of programs to support students in passing tests such as learning skills workshops and faculty-and-peer-student mentoring. And, Sessoms says, they have been very successful.

The second survey dealt with students who had been accepted into Sacramento State’s program but chose not to attend. Some of the reasons they gave were similar to those of the undergraduates. But among those who chose to attend another program, the key reason cited was length of time to get the credential. This, Sessoms says, is another case of misunderstanding. While there is a perception that the Sacramento State program takes three semesters, at least half the students who attend Sacramento State for a credential complete the program in two semesters or nine months.

As part of expanded outreach efforts to get accurate information out to potential students, the College held a Teaching Credential Info Day in February. The fair addressed issues cited by students such as the job market, and testing and program length. It also provided details on scholarships, quality of degree and other benefits.