A comparative and predictive model to determine factors related to preparation and entry into the teaching profession

This study utilized the causal-comparative research method to examine differences between teachers and non-teachers on the following factors: (1) academic indicators; (2) job orientation; (3) participation in high school extracurricular activities; and (4) willingness to choose a teaching career again. Two longitudinal data bases, one compiled by the Iowa State University Research Institute for Studies in Education and the nationally compiled High School and Beyond, were analyzed. Analyses of the data revealed students who majored in teacher education and taught the first year after graduation had consistently higher academic indicators, as measured by high school rank and high school grades, than students who majored in teacher education but did not teach the first year. Composite job characteristics were also used to examine differences in the job orientations of teachers and non-teachers. Teachers in the Iowa State sample rated leadership and responsibility and helping and serving others as important job characteristics whereas non-teachers rated the opportunity to use special abilities and money and prestige as important. Teachers in the High School and Beyond sample rated success in work, lots of money, steady work and correcting inequities significantly lower than non-teachers. There were no significant differences in the participation rates of teachers and non-teachers in high school extracurricular activities; nationally more teachers than non-teachers were found to participate in these activities. Results of the regression analyses of all independent variables are also presented