Career Selection

Who is choosing to become a teacher, when, and why?

To establish a broad and diverse teaching workforce, we must understand and bolster the teacher pipeline by identifying who is choosing to become a teacher, when they are entering the profession, and why they want to pursue a career in teaching. Years of research have shown that states do not have a strong understanding of where most leaks occur in the teacher pipeline (DeMonte, 2016). Thus, they cannot provide interventions or supports to repair the pipeline and stop the leaks. We do not yet know whether the point at which someone chooses to become a teacher impacts their efficacy or probability of retention. Texas only collects the age at which the candidate applied and became certified, with no data regarding the point at which candidates decided to become teachers; however, the candidate’s age at time of application is not regularly reported to the public. We do know that specific groups of candidates make decisions on when to become teachers at distinct points and sometimes for distinct reasons (Rae & Montenegro, 2020). Teachers entering TPPs typically decide to become a teacher during high school or early college, whereas teachers entering ACPs and PBPs typically make the decision to become teachers after completion of their undergraduate degrees (Rae & Montenegro, 2020). However, these decision points do not hold true for all candidates. Some TPP candidates make the decision to become a teacher later in their career, and some ACP and PBP candidates made the decision to become a teacher during their undergraduate degree. Regardless of the point at which a TC decides to become a teacher, TCs’ reasons for becoming a teacher seem to influence the program type they choose, as seen in Figure 1.

Figure 1. Top Three Reasons for Becoming a Teacher by Certification Route

For the sense of purpose and fulfillment Because of a teacher role model

To work with youth or children

Good match with skills and interests To improve the education system Because it was a “calling” Alternative career paths didn’t work out For a career change

Traditional Post-Baccalaureate Alternative Alternative (non-IHE)

Source: (Rae & Montenegro, 2020)

Although data regarding the point at which someone chooses to become a teacher are limited, the state has invested in supporting high school students who decide to enter the profession earlier in their academic careers. Beginning with the class of 2015, high school students can earn endorsements to recognize the completion of a course sequence in a specific area. One of the endorsements, Public Services, includes two education-related programs of study (among other fields): Early Learning, which focuses on early childhood education (Texas Education Agency, 2020b), and Teaching and Training, which “focuses on planning, managing, and providing education” (Texas Education Agency, 2020a; Texas Education Agency, 2020b). Figure 2 presents the education-related programs of study offered in Texas local education agencies (LEAs). To identify districts that offer Early Learning, and Teaching and Training Programs, visit the Texas Career and Technical Education Programs of Study Map.

Figure 2. Education-Related Programs of Study by School District

Early Learning Programs Teaching and Training Programs

These programs can serve as fertile recruitment grounds for future teachers. Although these pathways were first available to the class of 2015, little data is available regarding the enrollment in and efficacy of these programs. The number of students graduating with the Public Services endorsement has increased over the last three years (Texas Education Agency, 2021); however, this data does not indicate the number of students who chose an educationrelated program of study. Having access to these data points would help teacher preparation programs identify geographic areas for recruitment.