Indiana University SPEA Edward J. Bloustein School of Planning and Public Policy University of Pennsylvania AIR American University

Poster Paper: What's in It for Me? the Rewards for Teaching Preferred By the Next Generation of Teachers

Thursday, November 12, 2015
Riverfront South/Central (Hyatt Regency Miami)

*Names in bold indicate Presenter

Jason Giersch, University of North Carolina at Charlotte
Research frequently reveals teacher quality to be an essential element of education quality. Efforts to recruit good teachers have focused on two sets of rewards to the profession: "noble" rewards that emphasize the benefits to children and communities, and more extrinsic rewards, such as good benefits and convenient schedules. This experiment randomly assigned college-age participants to prompts extolling the various benefits of becoming a teacher. Those who were presented with noble rewards expressed greater interest in entering the profession than did those who were exposed to more extrinisic or no rewards, but the strength of this effect varied by gender and race. These results suggest that efforts to recruit talented individuals into teacher preparation programs should emphasize the benefits to the community and the students, not simply to the teacher.