Abstract
Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey instrument was developed that asked participants to indicate their level of agreement on 28 factors influence on whether a technology education teacher accepts a teaching position. A five point Likert scale was used to determine level of agreement. The results of the study revealed that the factors believed to most influence a technology education teacher to accept a teaching position included having resources available for the classrooms and labs, having resources for professional development, and a collaborative work environment. Discussions include recommendations for the development of technology education teacher recruitment programs, as well as policies that positively impact recruitment.
Recommended Citation
Steinke, Luke Joseph and Putnam, Alvin Robert
(2008)
"Influencing Technology Education Teachers to Accept Teaching Positions,"
Journal of STEM Teacher Education: Vol. 45:
Iss.
2, Article 7.
Available at:
https://ir.library.illinoisstate.edu/jste/vol45/iss2/7