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In-Service Physics Teacher Survey

In-Service Physics Teacher Survey. Kimberly A. Shaw Southern Illinois University Edwardsville Carl Wenning Illinois State University 14 October 2004. The Survey. Solicited approximately 80 physics teachers (former workshop participants, program graduates, cooperating teachers, etc.)

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In-Service Physics Teacher Survey

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  1. In-Service Physics Teacher Survey Kimberly A. Shaw Southern Illinois University Edwardsville Carl Wenning Illinois State University 14 October 2004

  2. The Survey • Solicited approximately 80 physics teachers (former workshop participants, program graduates, cooperating teachers, etc.) • Self-selected participation • N = 21 (~25% response rate) • 100 items in survey • Data collected by Carl Wenning @ ISU

  3. Recruitment and Retention Questions Addressed • What role do you play in physics teacher candidate recruitment? • How frequently are your students involved in the following activities? • To what extent do each of the following factors play in making you glad that you are a teacher? • If you were to leave the teaching profession, how important would each of the following factors be in your decision-making process? • School questions about science clubs and future teacher clubs. • Demographic questions about teacher

  4. Have any of your students ever gone on to become a high school physics or physical science teacher? Original secondary endorsements? 48% = yes 38% = no 14% = uncertain 14% in each of Physics, Chemistry, and Biology 57% in more than one area Participant Demographics

  5. Participant Demographics • How many years teaching science? • 19% 1 to 5 years • 19% 6 to 10 years • 14% 11 to 15 years • 10% 16 to 20 years • 38% 21 or more years • 95% now endorsed to teach physics

  6. How often do you encourage students as a whole to become teachers in general? How often do you encourage individual students to become teachers in general? How often do you relate a student’s skills to the job of teacher? How often do you encourage your students as a whole to become physics or physical science teachers? How often do you encourage individual students to become physics or physical science teachers? How often do you speak about growing need for physics/phy sci teachers? MED 1-4x/semester MED 1-4x/semester MED = 1-4x/semester MED 0-1x/year MED 0-1x/year MED 0-1x/year Direct Recruitment Practices

  7. How often do you provide opportunities for your students to teach formally? How often…to teach informally? How often…express joy of teaching to students as a group? , … to students individually? How often do you talk with your students about the nature of teaching? How often…express one of the rewards of teaching is making a difference in the lives of others? How often…express benefits of teaching? MED = 1-4x/month MED =1-4x/month MED = 1-4x/sem MED = 1-4x/semester Indirect Recruitment Practices MED = 1-4x/month MED = 1-4x/semester MED = 1-4x/semester

  8. Factors that make you glad to be a teacher

  9. If you to leave the teaching profession…

  10. Pertinent School Associations • Science club at school? • 38% yes • Competitive science team? • 86% yes • Club for future teachers? • 25% yes

  11. More Demographic Data • How many Physics content courses have you taken? • 80% = 5 or more • 20% = 3 or less • Have you had post-college training in physics? • 38% = summer workshop • 43% = regular course • 14% = both • 5% = none • How well prepared to teach physics? • 62% = very well • 38% = fairly well.

  12. More Demographic Data • Satisfactory lab equipment and space? • 67% = yes • Satisfactory demonstration equipment? • 67% = yes • How did you obtain your certification? • 86% = regular teaching program • 14% = alternative certification program

  13. Recommendations and Conclusions • Caution!! Only trends can be drawn from this too small convenience sample. A repeat of this survey with greater number of responses could be performed (long term). • It’s clear that physics teachers have great impact on teacher recruitment, but are HS physics teachers doing enough? What more can we do? • We should relate high school teaching experiences to careers in teaching. • We should appeal to students’ sense of altruism.

  14. Recommendations • We should express our job satisfaction. • We should speak about the benefits of teaching physics. • We should speak with individual students directly about careers. • We should continue to emphasize the applications of physics.

  15. Other concerns regarding response rate • Is the small response rate reason to believe that the sample is biased? • Is the small response rate indicative of a lack of teacher interest in recruitment? • Is the small response rate suggestive of a lack of concerns about the negative aspects of teaching? • Is the small response rate suggestive of a feeling of powerlessness to impact student entrance into teaching careers?

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